Reading, Writing, and Learning in ESL is a comprehensive resource for teaching and assessing K-12 multilingual learners and actively involving them in their own education. It examines up-to-date language acquisition theory as it relates to instruction. Research-based strategies help promote oral language, reading, writing and academic development. Real-life scenarios demonstrate diverse classroom cultures. This useful resource helps you learn vital content and skills to support your future instruction with multilingual learners in K-12 settings.

The 8th Edition emphasizes practical classroom applications of evidence-based instructional strategies. Updated cases, research, theory and terminology reflect recent findings and perspectives.

Suzanne F. Peregoy is a Professor Emerita of Education, San Francisco State University, where she coordinated her department's graduate programs including the M.A. in Language and Literacy Education and the Reading/Language Arts Specialist Credential Programs. She also taught courses in language and literacy development for native English speakers and English language learners. Peregoy earned a B.A. and M.A. in Spanish literature and linguistics from the University of California, Santa Barbara. Her Ph.D. in language and literacy education from the University of California, Berkeley, focused on bilingual reading, second language acquisition, and language issues in American-Indian education. Previously, Peregoy taught ESL to adults and elementary grades in a bilingual education program, and she directed a multicultural preschool program. She was active in writing California's guidelines for preparing in-service teachers to work with English language learners. Peregoy has published articles on bilingual and second language literacy in the Journal of the National Association for Bilingual Education, The Reading Teacher, Canadian Modern Language Review, Educational Issues of Language Minority Students, Hispanic Journal of Behavioral Sciences, and Theory into Practice. She is fluent in oral and written Spanish.

Owen F. Boyle is a Professor Emeritus of Education, San Jose State University, where he coordinated the Bilingual and ESL Program, chaired the Language and Literacy Department, and headed the Reading Specialist Credential and M.A. programs in literacy. At San Jose State, he taught courses in second language literacy, language acquisition and reading, multicultural literature, and reading assessment. He received his doctorate at the University of California, Berkeley, where he was the Coordinator of the Learning from Text Program and researched and taught students. As Assistant Director of the Bay Area Writing Project (National Writing Project) he taught courses in Panama, Alaska, and California. Boyle served on the California State Superintendent's panel that developed guidelines for preparing teachers of reading and was instrumental in developing a reading instruction test required for a California multiple subject teaching credential. He has published articles and research in Theory into Practice, The Reading Teacher, Hispanic Journal of Behavioral Sciences, Bilingual Research Journal, Journal of the Association of Mexican-American Educators, Journal of College Reading and Learning, and Reading Research and Instruction. Boyle taught elementary and secondary school where he worked with second language learners for 12 years.

Steven J. Amendum is Professor of Literacy Education in the School of Education at the University of Delaware. He teaches courses related to literacy research, assessment, and instruction at both the undergraduate and graduate levels. His research areas include literacy development and instruction for multilingual students, early reading intervention, and evidence-based classroom instruction as well as professional development for teachers in each of these areas. Amendum received a M.Ed. in Reading Education along with certification as a reading specialist. His doctoral studies at the University of North Carolina at Chapel Hill focused on literacy-related educational reforms and literacy development and instruction for multilingual learners. To date, Dr. Amendum has served as the principal investigator or co-principal investigator on several federally funded grants to (1) investigate an early reading and teacher professional learning intervention with young multilingual learners; (2) develop professional learning to improve collaboration among classroom and ESL teachers through instructional alignment with high-impact strategies and incorporation of multilingual students' cultural wealth; and (3) conduct a large scale study to test the efficacy of the professional development program. His research has been published in Reading Research Quarterly, Child Development, The Elementary School Journal, The Journal of Educational Psychology, Educational Psychology Review, the Journal of Literacy Research, and The Reading Teacher. Prior to his work in higher education, Amendum worked as a K-2 classroom teacher and literacy coach for nine years.