Includes index

Bibliography: pages 221-232

"Without direct instruction in key areas of reading and language, no child will advance to higher levels of reading. But because multilingual learners are learning what the words mean at the same time as they are learning how to read them, the cognitive lift is much greater. So it's crucial to differentiate instruction in small groups for multilingual students based on their level of language proficiency as well as their reading proficiency. This means that rather than simplifying the reading task, we need to increase the scaffolding (Gibbons, 2015). The bar has been raised, and yet, despite all we know from the last decade's research, most teachers feel wholly unprepared for the task. They haven't seen a clear model what the instruction looks like. Until now!"-- Provided by publisher.