From foremost authorities, this needed work demonstrates the importance of a science of literacy perspective for teaching and learning beyond the primary grades. Contributors present cutting-edge research on reading and writing development in grades 3–8 and review evidence-based classroom practices and professional learning frameworks. The Handbook explores how to support upper elementary and middle grades learners in improving morphological knowledge and vocabulary, understanding text complexity, and building comprehension. It describes effective ways to meet the instructional needs of struggling readers and writers, including multilingual students and those with learning disabilities. Timely topics include multi-tiered systems of support, student motivation and engagement, adaptive teaching, digital and multimodal literacies, and culturally responsive and sustaining practices.  "This pivotal resource masterfully blends rigorous research with practical teaching strategies. The book's comprehensive themes and accessible format make it invaluable for teacher educators, literacy specialists, and curriculum designers. It offers actionable insights that can transform instructional practices in upper elementary and middle grades classrooms. Chapters review evidence-based approaches that can help teachers create dynamic literacy environments that cater to diverse learners and foster deep, enduring engagement with reading and writing."--Patricia A. Edwards, PhD, University Distinguished Professor, Department of Teacher Education, Michigan State University "With so much attention being given to the implications of the science of reading on foundational skills and early literacy, the field is in desperate need of a trustworthy, comprehensive reference to inform literacy instruction with grades 3–8 students--and this is it! I appreciate that the editors focus on literacy instruction for all, acknowledging that individual learners require different instruction at points in their development. The Handbook doesn't shy away from the complexities of literacy, offering the best advice on a breadth of topics to accomplish success for students. I plan to carefully study each chapter with the team of literacy specialists I lead, and we will use the recommendations as springboards for school-based professional learning as we translate research into practice."--Jennifer Serravallo, MA, educator, author, and founder of Literacy Strategies Consulting "An important and timely contribution that will be appreciated by researchers, educators, and policymakers. Neuman and Kuhn have curated a comprehensive summary of research that should inform literacy instruction in grade 3 and beyond. With chapters authored by preeminent literacy scholars spanning an array of insights and perspectives, this volume promises to be a premier source for those interested in supporting all students’ language, reading, and writing development with robust instruction, programs, policies, and professional development."--Kathleen A. Hinchman, PhD, School of Education (Emerita), Syracuse University "The structure of this volume is brilliant. Chapters are written by leading lights in upper elementary and middle grades literacy, carefully selected to span all of the important topics in the field. Contributors present their research and draw special attention to the work's practical implications and applications. The Handbook is accessible and brimming with promise, even as it provides an excellent overview of the scope and complexity of the challenge."--Marilyn Jager Adams, PhD, Brown University (retired); author of Beginning to Read: Thinking and Learning about Print Susan B. Neuman, EdD, is Professor of Teaching and Learning at New York University. Previously, she was Professor at the University of Michigan and served as the U.S. Assistant Secretary for Elementary and Secondary Education, in which role she established the Early Reading First program and the Early Childhood Educator Professional Development Program and was responsible for all activities in Title I of the Elementary and Secondary Education Act. Dr. Neuman has served on the boards of directors of the International Literacy Association and numerous other nonprofit organizations, and as coeditor of Reading Research Quarterly. She has received two lifetime achievement awards for research in literacy development and is a member of the Reading Hall of Fame and a Fellow of the American Educational Research Association. She has published over 100 articles and numerous books. Melanie R. Kuhn, PhD, is Professor and Jean Adamson Stanley Faculty Chair in Literacy at the Purdue University College of Education. Her primary focus has been on reading fluency and how best to support its development. In addition, her research interests include literacy instruction for struggling readers and comprehension and vocabulary development. Dr. Kuhn’s instructional experience includes clinic work, direct