There is a growing practice of integrating high-risk children into the regular classroom to encourage collaboration among the children and teachers. This text expands the notion by merging the thinking of two closely related fields - reading and special education. This text explores current research, theories and practices from the two fields. It is designed to meet the needs of those educators who teach these students at all grade levels and in all subject areas.

Table of Contents:
I. Overview of the Research 1. Teaching Reading to High Risk Learners: Time to Unify Perspectives, Bob Algozzine & Karen Wood, University of North Carolina at Charlotte 2. Providing Reading Instruction to Mildly Disabled Students: Research into Practice, William E. Blanton & Linda P. Blanton, Appalachian State University 3. What Research in Special Education Says to Teachers of Reading, Lawrence J. O'Shea & Dorothy O'Shea, Florida Atlantic University II. Characteristics of High Risk Learners 4. Changes in the Identification and Instruction of High Risk Readers, Mary Beth Marr, University of North Carolina at Charlotte & Richard Allington, SUNY Albany 5. Characteristics of Students with Disabilities and How Teachers Can Help, John Beattie, University of North Carolina at Charlotte III. Current Views of Assessment 6. What Research in Special Education Assessment Says to Reading Teachers, Susan S. Evans & Bill H. Evans, University of West Florida; Robert A. Gable, Old Dominion University 7. Current Practices in Reading Assessment, Jim Baumann & Bruce Murray, University of Georgia IV. Effective Practices for High Risk Learners 8. Teacher Effectiveness into Research Practice, Dorothy O'Shea, Florida Atlantic University 9. Widening the Scope of Prevention for Children at Risk of Reading Failure, Janet S. Gaffney, Center for Study of Reading, University of Illinois 10. Instructional Techniques for Making Subject Area Materials More Comprehensible for Readers at Risk, Robert B. Cooter, Jr., Texas Christian University & D. Ray Reutzel, Brigham Young University 11. Peer-Mediated Instruction for High Risk Students, Larry Maheady, Barbara Mallette & Gregory F. Harper, SUNY at Fredonia; Katherine C. Sacca & David Pomerantz, SUNY at Buffalo 12. Motivating High Risk Learners to Think and Act Like Writers, Nancy Farnan, James Flood & Diane Lapp, San Diego State University 13. Using Cooperative Learning to Meet the Needs of High Risk Learners, Karen D. Wood & Bob Algozzine, University of North Carolina at Charlotte 14. Teaching Reading to High Risk Learners in the 21st Century, Karen D. Wood & Bob Algozzine, University of North Carolina at Charlotte