“This book tackles essential issues about how texts are selected and used in schools. It provides a critical and in-depth examination of how texts can be used to empower students and transform how they engage with reading and learning.”

—Leigh A. Hall, PhD, School of Education, University of North Carolina at Chapel Hill


“Here is a truly distinctive work that breathes new life into traditional discussions of reading. The authors skillfully rely on scientific research to promote literacy instruction that is holistic, student centered, varied, relevant, and current. The book offers a mosaic of perspectives that will inform novice and experienced teachers, reading specialists, literacy coaches, and administrators about how to best meet the needs of an increasingly diverse student population.”

—Susan V. Piazza, EdD, Assistant Professor of Literacy Studies, Western Michigan University


“Comprehensive and authoritative, this book includes practical recommendations, research summaries, interesting commentary, and applications for frequently underserved groups, such as students with learning disabilities and English language learners. It will be required reading for anyone interested in productive classroom-based reading experiences that are based in science.”

—Matthew K. Burns, PhD, Department of Special Education, University of Missouri–Columbia


“This volume brings together exemplary scholars to offer the reader a comprehensive view of the correlation between opportunity to read and reading achievement. Each thought-provoking chapter includes powerful insights into providing productive reading experiences. Bridging the gap between theory, research, policy, and practice, this is a perfect choice for graduate courses or teacher study groups. Every reading professional must read this book!”

—Tabatha Dobson Scharlach, PhD, Department of Curriculum and Instruction, University of Central Florida