The impetus for this book emerged from a conference that brought together publishers, and reading researchers and educators for the purpose of examining the best available research evidence about what we know -- and what we have yet to learn -- about the teaching of reading and about how children learn to read. The goal of the conference was to contribute to a sound research base upon which to develop classroom practices that will ensure that every American child will become fully literate.
Because the field is still so deeply divided over the best ways to translate belief into classroom practice, the editors decided to highlight rather than gloss over these divisions. It is hoped that the papers in this volume will promote thought and discussion that will lead to action in improving reading instruction for children, now and into the new century.
"…an important contribution to our continuing search to understand reading and to design effective reading instruction for all children. Its scholarly rigor is impressive and its accessible nature is appreciated and will ensure that it will have an impact on many reading scholars and practitioners."
—School Psychology International
Contents: Preface. Part I: Learning About Print. M.J. Adams, Phonics and Beginning Reading Instruction. K. Copeland, P. Winsor, J. Osborn, Phonemic Awareness: A Consideration of Research and Practice. W.E. Nagy, P. Winsor, J. Osborn, J. O'Flahavan, Structural Analysis: Some Guidelines for Instruction. J.P. Williams, Twenty Years of Research on Reading: Answers and Questions. Part II: Whole Language. H.U. Grundin, If It Ain't Whole, It Ain't Language -- or Back to the Basics of Freedom and Dignity. D. Stephens, Whole Language: Exploring the Meaning of the Label. S.A. Stahl, Separating the Rhetoric from the Effects: Whole Language in Kindergarten and First Grade. I.W. Gaskins, Creating Optimum Learning Environments: Is Membership in the Whole Language Community Necessary? Part III: Children, Adults, Books: Interactive Reading. B.M. Kerr, J.M. Mason, Awakening Literacy Through Interactive Story Reading. G.S. Pinnell, Student, Text, Teacher: Interactive Learning in the Reading Recovery Program. L.A. Meyer, J.L. Wardrop, Home and School Influences on Learning to Read in Kindergarten Through Second Grade. Part IV: The Rediscovery of Literature in the Curriculum. T. Trabasso, The Power of the Narrative. V.J. Harris, Multiculturalism and Children's Literature. Part V: Reading Research: Implications for Teachers, Policymakers, and Publishers. V. Greaney, World Illiteracy. P.D. Pearson, A.C. Stallman, Resistance, Complacency, and Reform in Reading Assessment. J.A. Scott, E.H. Hiebert, R.C. Anderson, Research as We Approach the Millennium: Beyond Becoming a Nation of Readers. Part VI: Publishers' Perspectives. J.R. Squire, Consensus Emerging, But a Way to Go. J.T. Ridley, Children, Adults, Books: Implications for Publishers.