Authors: Catherine E. Snow, Ph.D., Michelle V. Porche, Ed.D., Patton O. Tabors, Ed.D., Stephanie R. Harris, M.A.

Four literacy experts lay out the evidence that while early literacy skills are important, they're not enough to ensure later school success in this new book based on the well-known Home-School Study of Language and Literacy Development project that inspired the landmark resource, Beginning Literacy with Language. Following a group of children living in low-income families from preschool through high school, the authors charted the students' outcomes using test data to reflect language and literacy skills, self-report data reflecting motivation and engagement in school, and interviews with students, teachers, and parents. Through the discoveries made during this long-term study, readers will discover the critical importance of factors needed to achieve long-term goals, and risk factors such as attending multiple schools, family disruption, and social-emotional difficulties. Readers will also see how the specific risk factor of poverty relates to achievement, motivation, and school climate, and how elements of a special education model could enhance the quality of educational programs serving all adolescents. With this book, education professionals will gain a better understanding of factors critical to school success-and learn how to develop programs that go beyond K-3 literacy to help adolescents reach their full potential. This book is published by Paul H. Brookes Publishing Co., Inc.