For educators and policy makers, Goldenberg (education, Stanford U.) and Coleman (language minority education and research, California State U., Long Beach) examine research on promoting academic success among English language learners, with suggestions based on this research for how to make decisions on policies and programs. Drawing mainly from two governmental-funded reviews of research published in 2006, Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth and Educating English Language Learners, they summarize studies that try to determine the effect of an educational process or context on student outcome, including bilingual education and using a student's home language in instruction, learning to read in a new language, learning to speak and understand English, teaching English and academic content simultaneously, school and district factors that affect achievement, and sociocultural factors, including the influence of parents and families. Annotation ©2010 Book News, Inc., Portland, OR (booknews.com)