Meltzer (Institute for Learning and Development and Research ILD, and education, Harvard Graduate School) compiles eight chapters to help teachers incorporate executive function processes like planning, organizing, prioritizing, and self-checking into curriculum, especially with K-12 students with learning or attention difficulties. Emphasizing differentiating instruction for these students, education scholars, specialists, and educators mostly from the US (who have worked at the Institute for Learning and Development and Research ILD) present strategies for optimizing what students learn by improving how they learn, including accessing working memory, shifting approaches flexibly, emotional self-regulation, and willingness to use these strategies. Specific examples for reading, written language, math, studying, and test taking are included, with four case studies that address weaknesses across the grades. They do not cover inhibitory control, selective attention, or activation. Annotation ©2010 Book News, Inc., Portland, OR (booknews.com)