Students whose first language is not English are the fastest-growing group in public schools in all regions of the United States. Almost 10 million children between the ages of five and 17 live in the homes and communities in which a language other than English in spoken and presently most schools in the U.S. are under-educating many English learners. The achievement of Hispanic students needs to improve dramatically over the next five years and this book describes the cornerstone elements for bringing about this change. The initial chapter introduces direct instruction to be used with reading and literacy programs. Chapters 2 and 3 provide excellent review of the literature in language development and address developing language instruction, listening, and speaking with Spanish-speaking students and offers what a comprehensive language development program should look like. Chapter 4 reviews academic language and literacy instruction while the next addresses the components of instruction in Spanish. Chapter 6 offers lesson plan suggestions for Spanish-speaking students, while the following two sections discuss components that transfer and do not transfer in Spanish to English reading instruction. Chapter 9 reviews English language development and provides lesson plans for implementing SDAIE programs. Finally, Chapter 10 discusses two-way bilingual immersion and shares actual classroom schedules and lessons. This unique text will help in the preparation of primary grade teachers throughout the U.S. so that they may be successful with Hispanic students entering the public schools with little or no English background. It will also be a useful tool for school districts' staff development in addressing school improvement goals for increasing the achievement of Hispanic students. This book contains a foreword by Douglas Carnine and an an introduction by Elva Duran. Chapters include: (1) Direct Instruction (Elva Duran and Douglas Carnine); (2) Developing the Foundations of Literacy: Oracy (Elba Maldonado-Colon); (3) Language Development and Instruction (Linda M. Carnine); (4) Academic Language and Literacy Instruction (John Shefelbine); (5) Reading and Literacy Instruction for Spanish-Speaking Students (Elva Duran); (6) Instructional Plans for Teaching Spanish-Speaking Students Reading and Literacy in Kindergarten through Third Grade (Elva Duran); (7) Transfer of Reading from Spanish to English (Elva Duran); (8) Reading Components That Transfer from Spanish to English (Elva Duran and John Shefelbine); (9) English Language Development (Elva Duran and Rachael Gonzles); (10) Dual Language Education or Two-Way Bilingual Immersion (Elva Duran and Porfirio Loeza); and (11) Reflections and Summation (Elva Duran). Appended are: (1) Alfabeto en espanol (Alphabet in Spanish); (2) Secuencia de Sonidos (Sequence of Sounds); (3) Silabario (Syllables); and (4) Decodable Text--Examples. A name index and a subject index are included. (Contains 12 tables.) [For the first edition, "Systematic Instruction in Reading for Spanish-Speaking Students," see ED476594.]