This report for educators and policy makers synthesizes research on literacy (defined here as a higher level and broader range of skills than basic skills), as well as research on learning, cognitive science, neuroscience, behavioral and social science, and education. The book begins with an overview of literacy in the US, then discusses principles of instruction for struggling learners. One chapter is devoted to literacy instruction in adult education programs and in developmental college courses. Other chapters cover principles of learning for instructional design, learning disabilities, technology to promote adult literacy, and English language learners. A chapter on motivation and persistence looks at issues such as social relationships and stereotypes. A conclusion draws implications for instructional practice and recommends a more systemic approach to research, practice, and policy. The book includes about 120 pages of references and 25 pages of appendices. Annotation ©2012 Book News, Inc., Portland, OR (booknews.com)