Carrasquillo, Kucer, and Abrams (all Fordham U. Graduate School of Education) address the needs of English language learners (ELLs) in upper elementary grades who have fairly good knowledge of spoken English and demonstrate phonemic awareness, knowledge of phonics, decoding, and word recognition, but struggle with academic English literacy. Coverage includes the diversity of ELLs; literacy development; similarities and differences between monolingual and bilingual learners; instructional strategies for writing, reading, and content area subjects; assessment; and collaboration with parents. Distributed by UTP Distribution. Annotation ©2004 Book News, Inc., Portland, OR (booknews.com)