The book is a collection of papers dealing with classroom teaching to children with language learning disabilities, and it is thus intended to serve as a support for (American) primary school teachers. The book is divided into three main parts, the first one (chapters 1-5) dealing with "perspectives on language, literacy, and diversity". Chapter 2 provides an interesting review of the ongoing research on reading and reading problems, from both neuroscience and educational perspectives. Chapter 3 addresses the Language Basis of Reading, dealing with the processes involved in word recognition and comprehension. Chapter 4 applies concepts such as critical literacy and dynamic literacy to the study of possible intervention on children with dyslexia, language learning disabilities, and attention deficit-hyperactivity disorder. Chapter 5 examines the role of language variation in the context of those African-American children with reading disabilities.

The second part of the book (chapters 6-12) addresses more closely the strategies for classroom teaching. The third part of the book focuses on legal and policy issues in special education and postsecondary education.