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Essay Book Review: Reading, Writing, and Talk: Inclusive Teaching Strategies for Diverse Learners, K–2

Each of the two books reviewed in this issue focuses on a critical phase in the literacy education of diverse learners. In Reading, Writing, and Talk: Inclusive Teaching Strategies for Diverse Learners, K–2, Mariana Souto-Manning and Jessica Martell describe reconceptualized literacy and language education for learners in their early years of formal schooling. The authors present culturally relevant perspectives and practices and report the theory and research that informed their collaborative work with teachers and learners. An important feature is the ‘telling’ of classroom stories that inspired the book and serve as exemplars of the inclusive literacy education the authors envision. In Teaching Advanced Literacy Skills: A Guide for Leaders in Linguistically Diverse Schools, Nonie K. Lesaux, Emily Phillips Galloway, and Sky H. Marietta define and situate advanced literacy skills in the context of the increased demands of the 21st century. Informed by research and their school-based experience, the authors guide elementaryand middle-school leaders in implementing “key shifts” to equip learners with the advanced literacy skills that are essential for success in the school years and beyond. The texts have in common authors who are accomplished researchers and practitioners, an ideal combination for addressing the blend of theory, research, and practice that is the hallmark of these books. To bridge knowledge and practice, readers are invited into the school setting either through classroom vignettes or a composite case of urban schools. Together, the texts provide guidance to educators who aspire to implement effective literacy education for diverse learners from the first day of school through the middle-school years.