Vibeke Grøver is Professor of Education at the Universitetet i Oslo, Norway Paola Uccelli is Professor of Education at the Graduate School of Education, Harvard University, Massachusetts. Meredith Rowe is Professor of Education at the Graduate School of Education, Harvard University, Massachusetts. Elena Lieven is Professor of Psychology at the University of Manchester.

'Highly recommended for practice-based researchers and classroom teachers to support instructional interventions in the multilingual classroom.' D. Pellegrino, Choice

• 1. Learning through language Vibeke Grøver, Paola Uccelli, Meredith L. Rowe and Elena Lieven; Part I. Learning through Language during the Preschool and Early Elementary School Years: 2. Input, interaction and learning in early language development Elena Lieven; 3. Infants want input Paul L. Harris; 4. Learning more than language through language during early childhood Meredith L. Rowe; 5. Food for thought: turning everyday family practices into opportunities to develop rich language and literacy abilities in Latino children Diana Leyva and Lauren Skorb; 6. Theory- and evidence-based language learning and teaching for young children: promoting interactive talk in the classroom Young-Suk Grace Kim and Joonmo Yun; 7. The relationship between early childhood development and later elementary school performance in Chile Andrea Rolla, Macarena Alvarado, Bernardo Atuesta, Marcela Marzolo, Ernesto Treviño, Hirokazu Yoshikawa and Marycatherine Arbour; Discussion: reflections on learning through language from infancy to preschool and early elementary school years Ageliki Nicolopoulou; Part II. Learning through Language during the Middle School and Early Adolescent Years: 8. Learning the language for school literacy: research insights and a vision for a cross-linguistic research program Paola Uccelli; 9. Observational research on vocabulary and comprehension in upper elementary school classrooms Rebecca D. Silverman and Anna M. Hartranft; 10. Improving struggling readers' literacy skills through talk about text Lowry Hemphill, James Kim and Margaret Troyer; 11. Classroom conversations as support for vocabulary learning: examining teacher talk as input for student learning Evelyn Ford-Connors and Catherine O'Connor; 12. Measurement of reading comprehension processing and growth Gina Biancarosa; Discussion 1: time, complexity, and the enduring importance of words: key themes in language learning in the middle years P. David Pearson; Discussion 2: the road – via education – to humane social relationships is driven by language (and literacy) Robert L. Selman; Part III. Learning through More than One Language: 13. Young bilinguals' extended discourse skills: the role of perspective-taking Vibeke Grøver; 14. How does vocabulary instruction during book reading help Chinese young minority children learn vocabulary in two languages? Si Chen; 15. Young monolingual and bilingual children's exposure to academic language as related to language development and school achievement: the DASH-project Paul P. M. Leseman, Lotte F. Henrichs, Elma Blom and Josje Verhagen; 16. Cross-linguistic relations among bilingual and biliterate learners C. Patrick Proctor and Qianqian Zhang-Wu; 17. Pushing the limits: dual language proficiency and reading development in the US and Canada Yuuko Uchikoshi and Stefka H. Marinova-Todd; Discussion 1: bilingualism as action Sara Rutherford-Quach and Kenji Hakuta; Discussion 2: multilingualism and socioeconomic development Robert A. LeVine.

Vibeke Grøver is Professor of Education at the Universitetet i Oslo, Norway Paola Uccelli is Professor of Education at the Graduate School of Education, Harvard University, Massachusetts. Meredith Rowe is Professor of Education at the Graduate School of Education, Harvard University, Massachusetts. Elena Lieven is Professor of Psychology at the University of Manchester.

'Highly recommended for practice-based researchers and classroom teachers to support instructional interventions in the multilingual classroom.' D. Pellegrino, Choice

• 1. Learning through language Vibeke Grøver, Paola Uccelli, Meredith L. Rowe and Elena Lieven; Part I. Learning through Language during the Preschool and Early Elementary School Years: 2. Input, interaction and learning in early language development Elena Lieven; 3. Infants want input Paul L. Harris; 4. Learning more than language through language during early childhood Meredith L. Rowe; 5. Food for thought: turning everyday family practices into opportunities to develop rich language and literacy abilities in Latino children Diana Leyva and Lauren Skorb; 6. Theory- and evidence-based language learning and teaching for young children: promoting interactive talk in the classroom Young-Suk Grace Kim and Joonmo Yun; 7. The relationship between early childhood development and later elementary school performance in Chile Andrea Rolla, Macarena Alvarado, Bernardo Atuesta, Marcela Marzolo, Ernesto Treviño, Hirokazu Yoshikawa and Marycatherine Arbour; Discussion: reflections on learning through language from infancy to preschool and early elementary school years Ageliki Nicolopoulou; Part II. Learning through Language during the Middle School and Early Adolescent Years: 8. Learning the language for school literacy: research insights and a vision for a cross-linguistic research program Paola Uccelli; 9. Observational research on vocabulary and comprehension in upper elementary school classrooms Rebecca D. Silverman and Anna M. Hartranft; 10. Improving struggling readers' literacy skills through talk about text Lowry Hemphill, James Kim and Margaret Troyer; 11. Classroom conversations as support for vocabulary learning: examining teacher talk as input for student learning Evelyn Ford-Connors and Catherine O'Connor; 12. Measurement of reading comprehension processing and growth Gina Biancarosa; Discussion 1: time, complexity, and the enduring importance of words: key themes in language learning in the middle years P. David Pearson; Discussion 2: the road – via education – to humane social relationships is driven by language (and literacy) Robert L. Selman; Part III. Learning through More than One Language: 13. Young bilinguals' extended discourse skills: the role of perspective-taking Vibeke Grøver; 14. How does vocabulary instruction during book reading help Chinese young minority children learn vocabulary in two languages? Si Chen; 15. Young monolingual and bilingual children's exposure to academic language as related to language development and school achievement: the DASH-project Paul P. M. Leseman, Lotte F. Henrichs, Elma Blom and Josje Verhagen; 16. Cross-linguistic relations among bilingual and biliterate learners C. Patrick Proctor and Qianqian Zhang-Wu; 17. Pushing the limits: dual language proficiency and reading development in the US and Canada Yuuko Uchikoshi and Stefka H. Marinova-Todd; Discussion 1: bilingualism as action Sara Rutherford-Quach and Kenji Hakuta; Discussion 2: multilingualism and socioeconomic development Robert A. LeVine.

Vibeke Grøver is Professor of Education at the Universitetet i Oslo, Norway Paola Uccelli is Professor of Education at the Graduate School of Education, Harvard University, Massachusetts. Meredith Rowe is Professor of Education at the Graduate School of Education, Harvard University, Massachusetts. Elena Lieven is Professor of Psychology at the University of Manchester.

'Highly recommended for practice-based researchers and classroom teachers to support instructional interventions in the multilingual classroom.' D. Pellegrino, Choice

• 1. Learning through language Vibeke Grøver, Paola Uccelli, Meredith L. Rowe and Elena Lieven; Part I. Learning through Language during the Preschool and Early Elementary School Years: 2. Input, interaction and learning in early language development Elena Lieven; 3. Infants want input Paul L. Harris; 4. Learning more than language through language during early childhood Meredith L. Rowe; 5. Food for thought: turning everyday family practices into opportunities to develop rich language and literacy abilities in Latino children Diana Leyva and Lauren Skorb; 6. Theory- and evidence-based language learning and teaching for young children: promoting interactive talk in the classroom Young-Suk Grace Kim and Joonmo Yun; 7. The relationship between early childhood development and later elementary school performance in Chile Andrea Rolla, Macarena Alvarado, Bernardo Atuesta, Marcela Marzolo, Ernesto Treviño, Hirokazu Yoshikawa and Marycatherine Arbour; Discussion: reflections on learning through language from infancy to preschool and early elementary school years Ageliki Nicolopoulou; Part II. Learning through Language during the Middle School and Early Adolescent Years: 8. Learning the language for school literacy: research insights and a vision for a cross-linguistic research program Paola Uccelli; 9. Observational research on vocabulary and comprehension in upper elementary school classrooms Rebecca D. Silverman and Anna M. Hartranft; 10. Improving struggling readers' literacy skills through talk about text Lowry Hemphill, James Kim and Margaret Troyer; 11. Classroom conversations as support for vocabulary learning: examining teacher talk as input for student learning Evelyn Ford-Connors and Catherine O'Connor; 12. Measurement of reading comprehension processing and growth Gina Biancarosa; Discussion 1: time, complexity, and the enduring importance of words: key themes in language learning in the middle years P. David Pearson; Discussion 2: the road – via education – to humane social relationships is driven by language (and literacy) Robert L. Selman; Part III. Learning through More than One Language: 13. Young bilinguals' extended discourse skills: the role of perspective-taking Vibeke Grøver; 14. How does vocabulary instruction during book reading help Chinese young minority children learn vocabulary in two languages? Si Chen; 15. Young monolingual and bilingual children's exposure to academic language as related to language development and school achievement: the DASH-project Paul P. M. Leseman, Lotte F. Henrichs, Elma Blom and Josje Verhagen; 16. Cross-linguistic relations among bilingual and biliterate learners C. Patrick Proctor and Qianqian Zhang-Wu; 17. Pushing the limits: dual language proficiency and reading development in the US and Canada Yuuko Uchikoshi and Stefka H. Marinova-Todd; Discussion 1: bilingualism as action Sara Rutherford-Quach and Kenji Hakuta; Discussion 2: multilingualism and socioeconomic development Robert A. LeVine.