“Explicit instruction is something that benefits every single student, not just those with learning difficulties. This book breaks down how to deliver explicit instruction for a variety of content areas, skill sets, and strategies in a way that will effectively reach a diverse group of learners. As a teacher of both general and special education students, I have had a tremendous amount of success with all of my students by utilizing the principles outlined in this book. This is a valuable resource for all teachers.”–Courtney Dexter, MEd, special education teacher, Bellefonte Area Middle School, Bellefonte, Pennsylvania

“Archer and Hughes have laid bare the architecture of effective instruction in this ‘must-read’ volume. Extensive research has converged on quality of instruction as the core ingredient in school improvement; the genius of this book is the clarity with which it explicates how this quality can be intentionally developed in every classroom. Each strategy or process is illustrated with concrete examples from diverse classrooms. In my 40 years in education, I have never before seen a book as insightful, comprehensive, and practical as this one. Every educator will treasure it!”–Kevin Feldman EdD, Emeritus Director of Reading and Intervention, Sonoma County (California) Office of Education

“If I had to recommend one book that would arm teachers with the instructional practices they need to have the greatest chance of dramatically improving their students? achievement, this would be the one. This is the definitive resource on explicit instruction. Every page is filled with detailed descriptions of how to implement the most powerful explicit instruction teaching practices. Brilliantly conceptualized and written, this book will be embraced by practicing teachers and administrators as well as those preparing future educators.”–Donald D. Deshler, PhD, Williamson Family Distinguished Professor of Special Education and Director, Center for Research on Learning, University of Kansas

Charles A. Hughes, PhD, is Professor of Special Education in the Department of Educational and School Psychology at The Pennsylvania State University and Adjunct Senior Scientist at the University of Kansas Center for Research on Learning in Lawrence. Prior to joining the Penn State faculty in 1985, Dr. Hughes worked in schools for 14 years as a general and special education teacher, a state-level consultant, and an educational diagnostician. His research interests focus on the development and validation of self-instructional strategies to help students with learning and behavior problems manage their academic and classroom behaviors. He has published over 100 articles, books, book chapters, and curriculum materials and has served as President and Executive Director of the Council for Exceptional Children?s Division for Learning Disabilities and editor of the Council?s journal Learning Disabilities Research and Practice .