Hall (literacy studies, U. of North Carolina at Chapel Hill) et al. offer methods for engaging struggling students in the middle grades with reading. They consider that the problem may be with the structure of reading in schools and how texts and reading instruction supports or marginalizes struggling readers, and how to use texts and instruction to help them. They explore the label of struggling reader, how concepts in English may reinforce disadvantage, and how to use students' knowledge and the concept of "third space" to help them develop reading skills. They describe how to redesign classrooms and instruction give support and increase engagement and motivation; the role of assessment, especially traditional assessment and using students' funds of knowledge; specific instructional practices for comprehension strategy, young adult literature, vocabulary, nonprint media, and challenging and online texts; and how to affect policy. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com)