Editors Philippakos (Univ. of Tennessee, Knoxville) and Graham (Mary Lou Fulton Teachers College, Arizona State Univ.) present examples of evidence-based practices that make the case for integrating reading and writing instruction in K–12 curricula. This collection, intended for teachers, researchers, and advanced students, sets out how and why writing-reading connections support improved student learning. About half the chapters focus on the benefits of incorporating reading practice while developing specific skills, such as spelling, vocabulary, voice, genre, and research. The notion of learner self-regulation connects these topics with later sections that address how to integrate writing and reading practices in social studies, science, and math and offer strategies for working with specific groups of learners, such as bilingual learners, struggling readers, and early college students. Contributing authors draw heavily from current scholarship and align practices with outcomes from relevant standards documents. In addition to demonstrating deep knowledge of current research with succinct and targeted literature reviews, chapters are structured with guiding questions and clear headings for easy skimming—most include readily adaptable classroom activities with articulated outcomes and assessment strategies. The evidence-based pedagogical interventions presented here will enable teachers to cultivate self-regulation of learning via scaffolding conversations about reading. Summing Up: Recommended. Advanced undergraduates through faculty; professionals.

--P. Finley, University of Nevada, Las Vegas

Priscilla Finley

University of Nevada, Las Vegas