"We know more about the science of reading than the science of reading instruction. Stuctured Literacy Interventions directly addresses this gap. Chapters present a 'family' of explicit approaches to reading instruction, providing the research base, practical guidelines, and excellent exercises that will promote transfer and learning. Coherent and accessible, the book shows the full breadth of what is meant by SL, including applications for specific reader profiles. A significant contribution, this book will be a useful tool for reading interventionists in schools and clinical practice, as well as for courses on reading instruction."--Jack M. Fletcher, PhD, ABPP-CN, Hugh Roy and Lillie Cranz Cullen Distinguished Professor of Psychology, University of Houston

"This is an exceptional book that bridges the research-to-practice divide. Practitioners who teach struggling readers will find themselves returning to this book frequently. The contributors are a 'who's who' of literacy experts who focus on key elements of SL and systems of language. The chapters are replete with evidence-based practices, application exercises, case studies, and lesson formats. This is the seminal book every educator of struggling readers deserves."--Pamela M. Kastner, EdD, Literacy Statewide Lead, Pennsylvania Training and Technical Assistance Network

"Spear-Swerling has produced a long-needed work on effective instructional practices that support students with reading difficulties to develop into proficient readers and writers. What sets this text apart from others is how accessible it is while being firmly grounded in literacy research. The book is organized around critical areas of reading and writing, providing an easy-to-follow blueprint for designing literacy courses for graduate students and thoughtful professional development for inservice teachers. Each chapter covers a specific topic addressed by contributors who have conducted research and taught in the area. The book highlights what to teach and how to teach it by providing concrete examples and recommended instructional practices."--Timothy N. Odegard, PhD, Murfree Chair of Excellence in Dyslexic Studies and Professor of Psychology, Middle Tennessee State University

"This text will help reading interventionist candidates in our Graduate Reading Program to gain a deeper understanding of SL interventions as well as practical applications for their work with struggling readers. I will recommend it as an essential addition to each candidate's professional library."--Louise J. Shaw, EdD, Graduate Reading Program, Southern Connecticut State University