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This volume presents the 54th Yearbook of the National Reading Conference (NRC). The 2004 NRC conference, set in San Antonio, took place against a political backdrop in which the nature and substance of literacy research has become suspect. Given the current state of politically-driven research agendas, the focus of the 54th annual NRC meeting--What is the past, present, and future of literacy research, and how is excellence in literacy research defined?--was a timely one, one also reflected in this volume. Papers included in the 54th NRC Yearbook suggest that literacy researchers continue to push for new and increasingly sensitive methodologies to address the ways in which policy is positioning teachers, schools, and researchers, as well as ways to examine the understandings of children, of teachers, and of pre-service teachers. Included in this volume are: (1) The Role of Wisdom in Evidence-Based Preschool Literacy Curricula (Lea M. McGee); (2) "New" Literacies: Research and Social Practice (Michele Knobel and Colin Lankshear); (3) Pattern Recognition: Learning from the Technoliteracy Research (Ilana Snyder); (4) The Mind (and Heart) of the Reading Teacher (Robert Calfee); (5) Investigating Methods of Kindergarten Vocabulary Instruction: Which Methods Work Best? (Rebecca Deffes Silverman); (6) Speaking Literacy and Learning to Technology, Speaking Technology to Literacy and Learning (Annemarie Sullivan Palincsar and Bridget Dalton); (7) "That was Then, This is Now": Place, Time, and Shifting Experiences of Rural Literacy (Marta Albert and Mark Jury); (8) Vocabulary-Comprehension Relationships (James F. Baumann); (9) Why Critical Discourse Analysis in Literacy Research (Leslie Burns and Ernest Morrell); (10) Investigating Digital Curricular Literacies: Resolving Dilemmas of Researching Multimodal Technologically Mediated Literacy Practices (Geraldine Castleton and Claire Wyatt-Smith); (11) Reading First: Hidden Messages, Omissions, and Contradictions (Karen S. Evans and Nancy T. Walker); (12) Thematic Analysis as a New Tool for Genre Assessment in Early Literacy Research (Zhihui Fang); (13) Becoming More Effective in the Age of Accountability: A High-Poverty School Narrows the Literacy Achievement Gap (Kristin M. Gehsmann and Haley Woodside-Jiron); (14) Adolescents' Punk Rock Fandom: Construction and Production of Lyrical Texts (Barbara Guzzetti and Yunjung Yang); (15) Spanish Speakers Learning to Read in English: What a Large-Scale Assessment Suggests About Their Progress (Lori A. Helman); (16) Dialogical Caring Encounters Between Teacher and Students: The Role of Computer-Mediated Communication in Preparing Preservice Reading Teachers (Minseong Kim); (17) A Study of Adult ESL Oral Reading Fluency and Silent Reading Comprehension (Kristin Lems); (18) Exploring Computerized Text Analysis to Study Literacy Policy and Practice (Leslie Patterson, Kevin Dooley, Shelia Baldwin, Glenda Eoyang, Royce Holladay, Ruth Silva, and Joan Parker Webster); (19) Resistance and Appropriation: Literacy Practices as Agency within Hegemonic Contexts (Kristen H. Perry and Victoria Purcell-Gates); (20) Commercial Reading Programs: What's Replacing Narrative? (Linda M. Phillips, Martha L. Smith, and Stephen P. Norris); (21) Young Children Learn to Read Chapter Books (Nancy L. Roser, Miriam Martinez, Kathleen McDonnold, and Charles Fuhrken); (22) Analyzing the Production of Third Space in Classroom Literacy Events (Deborah Wells Rowe and Kevin M. Leander); (23) Development of a New Framework for the NAEP Reading Assessment (Terry Salinger, Michael Kamil, Barbara Kapinus, and Peter Afflerbach); (24) Young Children's Visual Meaning-Making During Readalouds of Picture Storybooks (Lawrence R. Sipe and Anne E. Brightman); (25) "We Feel Like We're Separating Us": Sixth Grade Girls Respond to Multicultural Literature (Sally A. Smith); (26) A Good Daughter and an Independent Woman: Mapping one Student's Responses to Literature through her Negotiations of Competing Cultural Models (Amanda Haertling Thein); (27) How Literacy History Is Told: Approaches and Lenses for Historical Access (J Patrick Tiedemann, Jim S. Furman, Julie Ellison Justice, Jason F. Lovvorn, and Victoria J. Risko); (28) Crossing over to Canaan: Engaging Distinguished Women and/or Minority Literacy Scholars in Critical Tenure Conversations (Jennifer D. Turner, Doris Walker-Dalhouse, and Gwendolyn Thompson McMillon); (29) Two Experienced Content Teachers' Use of Multiple Texts in Economics and English (Nancy T. Walker, Thomas W. Bean, and Benita Dillard); (30) Prediction of First Grade Reading Achievement: A Comparison of Kindergarten Predictors (Heather P. Warley, Timothy J. Landrum, and Marcia A. Invernizzi); (31) Viewing Professional Development Through the Lens of Technology Integration: How do Beginning Teachers Navigate the Use of Technology and New Literacies? (Susan Watts-Taffe and Carolyn B. Gwinn); and (32) Introduction to the Program (Donald Leu). (Individual papers contain tables, figures, references and appendices.) [For the 53rd Yearbook, see ED522784.]

The National Reading Conference (NRC) Yearbook represents an archive of conference reports that have undergone the rigorous review that research demands, as well as an indicator of topics, ideas and concerns that occupied participants during the annual conference. With this 52nd volume of the Yearbook, the editors hope the reader finds a broad range of research methods, investigations of literacy education, and effective teaching practices, all of which are aimed at fostering literacy learning across many communities. Following a preface and awards presented to James V. Hoffman and Connie Juel, the papers in this yearbook include: (1) In Leaving No Child Behind Have We Forsaken Individual Learners, Teachers, Schools and Communities? (Deborah R. Dillon); (2) Opening Access: Reading (Research) in the Age of Information (John Willinsky); (3) Profiling the Developing Reader: The Interplay of Knowledge, Interest, and Strategic Processing (Patricia A. Alexander); (4) Children's Minds at Work: How Understanding of Rich Narrative Text Emerges in Fourth-Grade Classrooms that Combine Peer Group Discussion and Journal Writing (Kim Bobola); (5) Literacy Research and Students of Diverse Backgrounds: What Does It Take to Improve Achievement? (Kathryn H. Au); (6) The Impact of Family on Literacy Development: Convergence, Controversy, and Instructional Implications (Patricia A. Edwards); (7) Literacy Interventions for Preschool Children Considered at Risk: Implications for Curriculum, Professional Development, and Parent Involvement (Dorothy S. Strickland and W. Steven Barnett); (8) To Become a Doctor: Reflective Literacy Experiences that Transform (Joanna C. Arnold, Patricia L. Anders and Patricia Griesel); (9) Sign, Sign, Everywhere a Sign: Multiplying Literacies in the Preservice Language Arts Curriculum (Deborah L. Begoray); (10) Development of Phonological Awareness: The Trouble with Middle Sounds (Jerrell C. Cassady and Lawrence L. Smith); (11) Exploring the Gap Between Espoused and Enacted Cultural Models of Literature Discussion (Samantha Caughlan); (12) Pedagogy and the Learning of the School-Based Language (Zhihui Fang); (13) Negotiating Voice and Identity in Classroom Writing Events (Amy Seely Flint and Marva Cappello); (14) The Literacy Instruction of English Language Learners Across Multiple Settings (Georgia Earnest Garcia and Angela M. Lopez-Velasquez); (15) Powerful Memories of Literacy, Gender, and Teaching: Rebecca's Story (Marie Hardenbrook); (16) New Times: First-Person Shooter Games Go to College (Jerome C. Harste, Sibel Ariogul, Devon Sanner, Debbie East, Julie Ann Enyeart, Beth M. Lehman, Gloria Skegrud Reeves, and Kimberly Conway); (17) Teacher Preparation in Reading: A Case Study of Change in One University-Based Undergraduate Program (Susan Keehn, Miriam Martinez, Janis Harmon, Wanda Hedrick, Leann Steinmetz, and Bertha Pere); (18) What Images of Family Literacy Reveal about Family Literacy Practices and Family Literacy Programs (Maureen Kendrick, Jim Anderson, Suzanne Smythe, and Roberta McKay); (19) Preservice Teachers as Tutors: Influences of Tutoring on Whole-Class Literacy Instruction (Dixie Massey); (20) A Transactional Theory of Hypertext Structure (John E. McEneaney); (21) Asserting Identities in Multiple Contexts (Ellen McIntyre, Melissa Sutherland, Susan Ghiaciuc, and Diane Kyle); (22) Learning Communities: An Exploration of Theoretical Conceptualizations (Marilyn McKinney); (23) The Dynamic Environment of Success: Representing School Improvement in Literacy Learning and Instruction (James Mosenthal, Marjorie Lipson, Jane Mekkelsen, and Ellen Thompson); (24) An Exploration of Eight Sixth Graders' Engagement with Nonfiction Trade Books (Barbara Moss); (25) Supporting Beginning Writers of Research: Mentoring Graduate Students' Entry into Academic Discourse Communities (Elizabeth Noll and Dana L. Fox); (26) Eye Movements and Miscue Analysis: Reading from a Constructivist Perspective (Eric J. Paulson, Alan D. Flurkey, Yetta M. Goodman, and Kenneth S. Goodman); (27) Transgressing Transformation Theory (Heidi Silver-Pacuilla); and (28) From Guided Reading to Promoting Thoughtful Literacy: Explorations of a Teacher-Researcher Team (Susan Kidd Villaume, Edna Brabham, Tonya Hill, Kelly Pettit, Teri Prim and Resia Thornton). An introduction to the program by Lee M. Gunderson is also presented. (Individual papers contain tables, figures, footnotes and references.) [For the 51st Yearbook, see ED522782.]

This volume presents the 51st Yearbook of the National Reading Conference. Included in this volume are 28 research reports, six invited and award-winning addresses, and a conference summary by Deborah Dillion. Readers will find quantitative, qualitative, and mixed-methods studies throughout the volume about topics ranging from early literacy acquisition, to preservice teacher education, to adolescents' online reading practices. Included in this volume are: (1) Reading Research as an Agenda-Setting Enterprise: Bringing Science to Art, and Art to Science (Peter B. Mosenthal); (2) Words in and out of Print: The Power of Literacy in Community (Concha Delgado-Gaitan); (3) Learning in Semiotic Domains: A Social and Situated Account (James Paul Gee); (4) What I Have Learned Up Until Now about Research Methods in Reading Education (Michael Pressley); (5) Policy in Action: The Influence of Mandated Early Reading Assessment on Teachers' Thinking and Practice (Nancy A. Place); (6) WORDS (on Words in Leveled Texts for Beginning Readers) (James V. Hoffman); (7) Secondary Reading Programs: A Story of What Was (Patricia L. Anders); (8) The National Literacy Strategy in England: Changing Phonics Teaching? (Roger F. Beard and John Willcocks); (9) Literacy Skills of Children with a History of Early Corrective Heart Surgery (Sarah Beck, David Coker, Lowry Hemphill, and David Bellinger); (10) Visual Literacy Education in Canada, Scotland and England: Motives and Methods of Three Teacher Educators (Deborah L. Begoray); (11) Literacy, Technology, and a Room of Her Own: Analyzing Adolescent Girls' Online Conversations from Historical and Technological Literacy Perspectives (Dana W. Cammack); (12) Writing in the Self: Teachers Writing Autobiographies as a Social Endeavor (Lesley Coia and Monica Taylor); (13) A Content Analysis of the Most Frequently Used NCREMAIL Message Headers: Content Analysis of NCREMAIL (Martha Dillner); (14) I Never Thought a First Grader Could Teach Me How to Write: Examining Beliefs and Positions in Author's Circles (Amy Seely Flint, Katie Van Sluys, Y. Gloria Lo, and Debra East); (15) The Effects of Staff Development, Modeling, and Coaching of Interactive Writing on Instructional Repertoires of K-1 Teachers in a Professional Development School (Nancy Frey and Patricia R. Kelly); (16) Text Matters: Readers Who Learn with Decodable Texts (Yetta Goodman, Ken Goodman, and Prisca Martens); (17) On-Line Resources for Fostering Understanding and Higher-Level Thinking in Senior High School Students (Michael F. Graves and Lauren A. Liang); (18) Little Red Riding Hood Goes to College: Inviting the Language of Critique in Teacher Education (Jerome C. Harste, Christine H. Leland, and Cynthia Jackson); (19) Coordinating Writing and Reading Competencies During Early Literacy Development (George Kamberelis); (20) A Focus on Family Stories: Enhancing Preservice Teachers' Cultural Awareness (Julie K. Kidd, Sylvia Y. Sanchez, and Eva K. Thorp); (21) Adaptive Learning Guides in Reading Instruction (Helen S. Kim and Michael L. Kamil); (22) Developing Local Curricula from the National Literacy Core Curriculum for Finnish Six-Year-Old Children: What Happened When Elaboration of Principles Was Left to Teachers? (Riitta-Liisa Korkeamaki and Miriam Jean Dreher); (23) "I Don't Want to Teach It Wrong": An Investigation of the Role Families Believe They Should Play in the Early Literacy Development of Their Children (Diane Lapp, Douglas Fisher, James Flood, and Kelly Moore); (24) An Unchartered Journey: Three Adolescent Technology Experts Navigate the School System (Donna Mahar); (25) Lessons Learned from Preparing Preservice Teachers to Integrate Technology in Their Literacy Teaching (Marla H. Mallette and Rachel A. Karchmer); (26) An Exploration of Children's Understanding of Character in Grades 1-8 (Miriam Martinez, Susan Keehn, Nancy L. Roser, Janis Harmon, and Sharon O'Neal); (27) Prologue to and Object-Agent Theory of Literacy (John E. McEneaney); (28) Reading Hypertext: Comprehension and Strategies of Third Grade Students (Elizabeth S. Pang and Michael L. Kamil); (29) "I Do Have This Right, You Can't Strip That From Me": Valuing Teacher's Knowledge During Literacy Instructional Change (Sharon M. Peck); (30) Bilateracy Development in Two-Way Immersion Classrooms: Analysis of Third Grade Spanish and English Reading (Bertha Perez and Belinda Bustos Flores); (31) Improving Literacy Teaching Through Structured Collaborative Inquiry in Classroom and University Clinical Settings (Catherine A. Rosemary, Penny Freppon, Kathryn Kinnucan-Welsch, Patricia Grogan, Joyce Feist-Willis, Belinda Zimmerman, Lisa Campbell, Jeanne Cobb, Margaret Hill, Barbara Walker, and Miriam Ward); (32) Expressions of Power and Ideology in the National Reading Panel (Patrick Shannon, Jacqueline Edmondson, and Susan O'Brien); (33) Emergent Literacy Skills and Family Literacy Environments of Kindergartners in South Africa (Ingrid A. Willenberg); (34) Teachers Integrate Diverse Students' "Funds of Knowledge" with Popular Culture into Literacy Instruction (Shelley Hong Xu); and (35) Introduction to the Program (Deborah R. Dillion). (Individual papers contain tables, figures, footnotes and references.) [For the 50th Yearbook, see ED522781.]

This publication offers the 57th Yearbook of the National Reading Conference (NRC). This Yearbook begins with a preface and presents profiles of two awardees, John E. McEneaney and Scott G. Paris. Included in this Yearbook are the following papers: (1) The Education of African-American Students: Voicing the Debates, Controversies, and Solutions (Patricia A. Edwards); (2) How to Get Recreational Reading to Increase Reading Ability (Michael L. Kamil); (3) Edmund Burke Huey: The Formative Years of a Scholar and Field (Douglas K. Hartman and David H. Davis); (4) Teachers, Literacy, and Technology: Tensions, Complexities, Conceptualizations, and Practice (Elizabeth Petroelje Stolle); (5) Using Popular Culture to Promote Critical Literacy Practices (Peggy Albers, Jerome C. Harste, Sarah Vander Zanden, and Carol Felderman); (6) "And the Worth of Our Work Shall be Judged": Literacy and Literacy Research Definitions of NRC Members (Gwynne Ellen Ash and Lori Czop Assaf); (7) Reading Teacher Educators' Ideologies and Instructional Practices About Multicultural Teaching and Learning: An Evolving Vision of One Field-Based Teacher Education Program (Lori Czop Assaf and Jennifer Battle); (8) Exploring the Risks in "Smack": Risky Stories in Young Adult Literature (Susan Bickerstaff); (9) "I've Gotten a Lot Out of Reading Comics": Poaching and Lifelong Literacy (Stergios Botzakis); (10) The Transcontextualization of Chicano Visual Discourse (Peter M. Cowan); (11) Assessment and Identification of First-Grade Students at Risk: Correlating the Dynamic Indicators of Basic Early Literacy Skills and an Observation Survey of Early Literacy Achievement (Mary Anne Doyle, Saran A. Gibson, Francisco Gomez-Bellenge, Patricia R. Kelly, and Meiling Tang); (12) Teachers' Instructional Adaptations During Literacy Instruction (Gerald G. Duffy, Samuel Miller, Kathryn Kear, Seth Parsons, Stephanie Davis, and Baxter Williams); (13) Urban Students Testifying to Their Own Stories: Talking Back to Deficit Perspectives (Elizabeth Dutro and Kristien Zenkov); (14) "There's No Rabbits on the Internet": Scaffolding the Development of Effective Search Strategies for Struggling Readers During Internet Inquiry (Bernadette Dwyer and Colin Harrison); (15) Morphological Word Families in Narrative and Informational Text (Susan M. Ebbers); (16) The Watsons Go to NRC--2007: Crossing Academic Boundaries in the Study of Children's Literature (Patricia Enciso, Karen Coats, Christine Jenkins, and Shelby Wolf); (17) Unpacking Videogames: Understanding and Supporting a New Ethos (Christine H. Leland, Jerome C. Harste, and Kate Kuonen); (18) Developing, Negotiating, and Enacting Literacy Curriculum (Marla H. Mallette, Marilyn McKinney, Char Moffit, Elida Giraldo, and Greg Levitt); (19) An Investigation of Learning to Read and Write Fantasy (Beth Maloch, Nancy Roser, Miriam Martinez, Janis Harmon, Amy Burke, Denise Duncan, Katie Russell, and Angie Zapata. With Monica Gonzalez); (20) The Curricularization of Comprehension Strategies Instruction: A Conspiracy of Good Intentions (Helen Maniates and P. David Pearson); (21) School Improvement Over Time (James H. Mosenthal and Jane E. Mekkelsen); (22) Sentence Repetition and Story Retelling as Indicators of Language Proficiency in Young Bilingual Children (Kenneth Romeo, Lance Gentile, and Elizabeth Bernhardt); (23) Professional Development for Volunteer Adult ESL Educators: The Mediating Role of Teacher-Researcher Collaboration (Brian C. Rose and Brad L. Teague); (24) A Multiple-Level Vocabulary Assessment Tool: Measuring Word Knowledge Based on Grade-Level Materials (Judith A. Scott, Merrit Hoover, Susan Leigh Flinspach, and Jack L. Vevea); (25) Self-Portraits of Black Women Scholars' Literacy and Identity (Rachelle D. Washington, Eurydice Bauer, Patricia A. Edwards, and Gwendolyn Thompson-McMillon); and (26) Contemporary Research on Effective Elementary Literacy Teachers (T. Lee Williams and James F. Baumann). This publication also includes an introduction to the program by Norman A. Stahl. (Individual papers contain figures, tables, footnotes, references and appendices. Editorial assistance by Julie Ellison Justice and Jud Laughter.) [For "56th Yearbook of the National Reading Conference (Los Angeles, California, November 29-December 2, 2006)," see ED522786.]

At the 2000 conference in Scottsdale, Arizona, the National Reading Conference celebrated its 50th anniversary, and with this issue, the editors offer to the readership the "50th Yearbook" of the conference. This Yearbook begins with a preface and presents profiles of two awardees, Lee Gunderson and Michael Pressley. Included in this Yearbook are the following papers: (1) Literacy Teaching, Literacy Learning: Lessons from the Book Club "Plus" Project (Taffy E. Raphael); (2) Literacy Policy and Policy Research That Make a Difference (Sheila W. Valencia and Karen K. Wixson); (3) What Do We Say to DeShawn?: Literacy as Social Action in the Middle Grades (Susan Hynds); (4) Teachers and Linking Literacies of Yesterday and Today with Literacies of Tomorrow: The Need for Education That Is Multicultural and Social Reconstructionist (Carl A. Grant); (5) Bridging Cultures: How Can Inquiries by Outsiders Inform Educational Practice? (Rebecca Barr); (6) Family Literacy and the Mediation of Cultural Models (Rebecca Rogers); (7) Reading Versus Translating: A Preschool Bilingual's Interpretation of Text (Eurydice Bouchereau and Kristiina Montero); (8) The Impact of a Multicultural Young Adult Novels on Intergenerational Dialogue Journal Discussion (Thomas W. Bean and Nicole Rigoni); (9) Combining Voices: When Writers Work Together (Ronald E. Benton); (10) Thinking Aloud with Feedback: Implications of a University-School E-mail Dialogue (Kelly Chandler-Olcott and Lois Pangburn); (11) Description, Prescription, or Cultural Reproduction? Rosenblattian Criticism in Reader-Response Research and Teaching (Mark Dressman and Joan Webster); (12) Money Talks: The Power of Government, Business, National, and Philanthropic Groups in Literacy Education (Jacqueline Edmonson, Kimberly McCollum-Clark, Susan Pitcher, and Patrick Shannon); (13) Why Class Size Matters: An Investigation of Teacher, Administrator, and Parent Perceptions (Douglas Fisher, Diane Lapp, James Flood, Nancy Frey, and Kelly Moore); (14) Teaching as Persuasion: Approaching Classroom Discourse as Refutational Text (Helenrose Fives, Patricia A. Alexander, and Michelle M. Buehl); (15) Conversations Before Writing During Reading Recovery Lessons: Negotiation or Tug of War? (Susan King Fullerton and Diane E. DeFord); (16) A Theoretical Discussion of Young Bilingual Children's Reading (Preschool-Grade 3) (Georgia Earnest Garcia); (17) "She Can Read Them by Herself!": Parents and Teachers Respond to a Kindergarten School-Home Literacy Project (Sharan A. Gibson and Patricia L. Scharer); (18) Media Literacies: Varied But Distinguishable (Margaret C. Hagood); (19) Features of Excellence of Reading Teacher Preparation Programs (Janis Harmon, Wanda Hedrick, Miriam Martinez, Bertha Perez, Susan Keehn, Joyce C. Fine, Deborah Eldridge, Amy Seely Flint, Denise M. Littleton, Mona Bryant-Shanklin, Rachelle Loven, Lori Assaf, and Misty Sailors); (20) Professional Development Programs in Reading: A National Survey of District Directors (Marie Tejero Hughes, Michele Mits Cash, Janette Klingner, and Suzette Ahwee); (21) Young Readers' Academy: Opportunities for Conversations About Literacy Teaching and Learning (Carole Janisch and Amma Akrofi); (22) Preservice Reading Teachers' Self-Awareness of Past Learning and Development as Motivation for Continued Learning (Diane S. Kaplan); (23) Examining Two Preservice Teachers' Practices for Promoting Culturally Responsive Literacy in the Middle Grades (Janice A. Kaste); (24) A Study of the Impact of a Reading-Specialization Program on First-Year Teachers (Susan Keehn, Janis Harmon, Wanda Hedrick, Miriam Martinez, and Bertha Perez); (25) A Framework for Conceptualizing and Evaluating the Contributions of Written Language Activity in Oral Language Development for ESL Students (Youb Kim, Karen L. Lowenstein, P. David Pearson, and Meredith McLellan); (26) Transcript Analysis Project (TAP): An Opportunity for Student Teachers to Engage in Practical Inquiry into Classroom Discussion (Linda Kucan); (27) Commonplace Books, Commonplace Practices: Uncovering the Bones of a Complex Pedagogy (Linda Laidlaw); (28) Preparing White Preservice Teachers for Urban Classrooms: Growth in a Philadelphia-Based Literacy Practicum (Althier Lazar); (29) Making Teacher Education Critical (Christine H. Leland, Jerome C. Harste, Cynthia A. Jackson, and Omaia Youssef); (30) Using the Triple Transfer Lesson Plan to Guide Teachers' Reflections: What Are the Effects on Client Growth? (Debra Bayles Martin); (31) A Review of Research on Children's Responses to Literature (Miriam G. Martinez and Nancy L. Roser); (32) The Impact of Classroom Curriculum on Students' Perceptions of Good Readers and Writers (Sarah J. McCarthey); (33) The Enactment of an Early Reading Intervention Model in Three Classrooms (Ellen McIntyre, Sherry Powers, and Bill Bintz); (34) Examining the Theoretical Claims About Decodable Text: Does Text Decodability Lead to Greater Application of Letter/Sound Knowledge in First-Grade Readers? (Heidi Ann Mesmer); (35) The Rise and Fall of Multicultural Literature: Conundrums of the California "Canon" (Greta Nagel and Linda Whitney); (36) The Impact of Research-Based Reading Instruction on the Beginning Reading Development of a Deaf Child: Perspectives from a Case Study (Diane Corcoran Nielsen and Barbara Luetke-Stahlman); (37) Teachers' Assessment of Girls' and Boys' Narrative and Persuasive Writing (Shelley Peterson); (38) Reaching Understandings of Literature and Life: The Unfolding Responses of a Child with Hearing Loss (LaFon Louise Phillips); (39) "I Did Not Plan Ahead": Preservice Teachers' Concerns Integrating Print-Based Literacy Lessons with Computer Technology (Janet Richards); (40) What Does It Take to Reform Instructional Practices? (Emily M. Rodgers, Susan Fullerton, and Diane DeFord); (41) Redesigning America Reads: A K-3/University Collaboration (Pamela Ross); (42) Of Virgins, Blank Slates, and Gurus: An Interpretive Case Study of Elementary Teachers Implementing Peer Discussion (Mary S. Rozendal and Janice F. Almasi); (43) Successful Middle School Reading Intervention: Negotiated Strategies and Individual Choice (Brenda A. Shearer, Martha Rapp Ruddell, and Mary Ellen Vogt); (44) Using E-Mail to Facilitate Dialogue Between High School Students and Preservice English Methods Students (B. Joyce Stallworth); (45) Children's Motivation to Read Following Reading Recovery (Michael A. R. Townsend, Jane E. Townsend, and Kyung Ja Seo); (46) Commonplace Books, Commonplace Strategies: Literacy and Giftedness in a Complex World (Ruth F. Wiebe); and (47) Linking Literacies of Yesterday and Today with Literacies of Tomorrow: A Coda to the National Reading Conference's 50th Annual Meeting (Peter B. Mosenthal). (Individual papers contain tables, figure, footnotes, and references.)