Culatta, Hall-Kenyon, and Black (communication disorders and teacher education, Brigham Young U.) show teachers and speech-language pathologists how explicit strategies can be integrated into a variety of contexts to teach young children phonological and phonemic awareness, spelling, decoding, narrative and expository comprehension, letter knowledge, and print awareness. They blend systemization with motivation, outlining lessons that are sequenced and structured, pedagogy that is research-based, and purposefully-chosen content and methodology, while making instruction engaging and individualized. They review five principles for presenting this instruction; the theoretical background on the principles and their application to dynamic systems theory; and the instructional strategies and lesson examples. They also discuss involving parents in early literacy at home; integrating visual arts, music, dance, and drama; assessing student needs and progress; collaborative professional development; and planning units and lesson activities. They are joined by other education scholars for some chapters. Annotation ©2013 Book News, Inc., Portland, OR (booknews.com)