Mason (educational psychology, counseling, and special education, Pennsylvania State U.) et al. show middle and high school teachers how to improve struggling students' reading and writing through an evidence-based instructional approach called Self-Regulated Strategy Development (SRSD). After discussing the background on strategy instruction, the steps for teaching self-regulation, and SRSD and the stages for effective strategy acquisition, they describe four self-regulation strategies: goal setting, self-monitoring, self-instruction, and self-reinforcement. They provide lesson plans for embedding these strategies into content curriculum, with sample scripts and vignettes illustrating applications in content-specific classes. Sections cover reading to learn, including reading comprehension, summarizing, and thinking about reading; writing to learn (narrative, persuasive, and informative writing and quick writes); and enhancing class preparation skills and homework completion; with references to research that supports these interventions in each chapter. Annotation ©2012 Book News, Inc., Portland, OR (booknews.com)