Nancy Charron has worked as a general education teacher, special education teacher, and literacy specialist for grades K-12. She presently teaches graduate education courses for Southern New Hampshire University.Marilyn Fenton has taught writing and literature at both high school and college levels as well as prepared prospective language arts teachers at all levels. She taught English in several high schools and oversaw curriculum and instruction as a high school administrator.

• PrefaceIntroduction Chapter 1: Reading to Improve Student WritingChapter 2: Reading and Writing in the Content Areas Chapter 3: Developing Focus and Logic through the EssayChapter 4: Reading for Persuasive Writing: The Argument Chapter 5: Learning to Write by Reading Poetry Chapter 6: Building Blocks: Vocabulary, Sentence Structure and PunctuationChapter 7: Reading and Reflecting on One’s Own Writing Chapter 8: Closing the Literacy LoopReferences About the Authors

Many literacy experts are familiar with Ken Macrorie’s classic Writing to Be Read (3rd ed., 1986). In a twist, this book embraces the idea that writing improves when students learn to read better through close reading and critical thinking practices that go beyond mere comprehension. The authors promote inclusive teaching practices in literacy instruction through the principles of universal design for learning (UDL), a multisensory approach to teaching, and scaffolded literacy activities for special needs students. Chapters cover language arts teaching, content area reading and writing, essay writing, poetry, vocabulary, sentence structure, and the use of reading skills to edit one’s own writing. Each chapter includes background information for teachers about why selected literacy practices work. All activities are preceded by learning objectives and are followed up with suggestions for assessment. Text boxes contain ideas for adjusting materials for students with special needs. The authors align reading and writing standards with Common Core. They devote a lot of material to motivating students with "authentic writing experiences" by allowing them to choose what to write about and how they wish to write. Recommended for preservice teachers and teachers in the field. Recommended. Advanced undergraduates, graduate students, and practitioners.