Walpole (education, U. of Delaware) and McKenna (reading, U. of Virginia) collaborate in producing their fourth text, based on work with teachers, literacy coaches, and administrators, to design and provide meaningful learning opportunities for children. Designed for K-3 teachers, the text includes an overview of the authors" approach to differentiated instruction, how it compares to other differentiation models, and how it addresses the use of assessments to plan differentiated reading instruction. The core of the text is four practical chapters, providing detailed explanations of differentiated instruction for phonological awareness and word recognition, word recognition and fluency, fluency and comprehension, and vocabulary and comprehension; each chapter includes ready-to-use sets of 3-week, small-group lesson plans. The authors conclude with suggestions for making differentiated reading instruction a schoolwide priority. Annotation ©2009 Book News, Inc., Portland, OR (booknews.com)