Fox (North Carolina State U.) describes how pre-service and in-service teachers, reading specialists, literacy coaches, and special educators can plan and implement word identification instruction in elementary classroom reading programs. She uses a theory-based, developmental approach to teaching identification and details the stages of word learning and spelling, best teaching practices, and classroom activities, as well as meeting the needs of English language learners and children at risk (with new sections for both in all chapters). This edition also has new e-resources, a grade-specific timeline, a reorganized section on assessment tools, and additional tables. Annotation ©2011 Book News, Inc., Portland, OR (booknews.com)