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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 volume presents the 53rd Yearbook of the National Reading Conference (NRC). The papers in this Yearbook reflect NRC's practice of pursuing not only traditionally important topics in literacy but also many issues that may not be deemed worthy of funding and government attention. Rather than a narrowing of the field, the submitted manuscripts, as well as the papers published in this volume, reflect the rapidly growing and changing field of literacy research. Joining papers focusing on foundational topics such as instructional practices, literature, reading processes, and teacher education are works on topics as diverse as multiple literacies, identity development in various contexts, popular culture texts, cultural and linguistic diversity, affective dimensions of learning, expanded uses of technology, and policy. Included in this volume are: (1) The Language, Literacy, Achievement, and Social Consequences of English-Only Programs for Immigrant Students (Lee Gunderson); (2) Promises and Politics: Images of Research in the Discourse of Teaching and Teacher Education (Marilyn Cochran-Smith); (3) Teaching, Learning and Research in "Real Reading": Some Observations from a Laboratory School (Fredrick Erickson); (4) "Simply by Sailing in a New Direction You Could Enlarge the World" (Marie M. Clay); (5) A Bakhtinian Analysis of Computer-Mediated Communication: How Students Create Animated Utterances in Graduate Seminar Discussions (Yoon-Hee Na); (6) Theoretical Promise, Perennial Problems and Empirical Progress Concerning Latino Students and Literacy (Robert T. Jimenez); (7) Literacy as Laminated Activity: Rethinking Literacy for English Learners (Kris Gutierrez); (8) New Literacies for the New Information Age: Conceptions, Instruction and Teacher Preparation (Marlene Asselin and Mariam Jean Dreher); (9) Preparing Novices for Teaching Literacy in Diverse Classrooms: Using Written, Video and Hypermedia Cases to Prepare Literacy Teachers (Erica C. Boling); (10) Establishing a Culture of Acceptance: "This Kinda Stuff Don't Happen Ever'where" (Margaret Compton-Hall); (11) Computer-Mediated Collaboration: Teaching Future Teachers How to Respond to Student Writers (Marion H. Fey); (12) Reconsidering Our Research: Collaboration, Complexity, Design, and the Problem of "Scaling Up What Works" (Susan Florio-Ruane and Taffy E. Raphael); (13) Constructing Struggling Readers: Policy and the Experiences of Eighth-Grade Readers (Judith K. Franzak); (14) Zining: The Unsanctioned Literacy Practice of Adolescents (Barbara J. Guzzetti and Margaret Gamoba); (15) Children's Strategic Awareness for Reading Different Genres and Text Types (Janis M. Harmon, Miriam G. Martinez, and Amy Deckard); (16) "The Blood they Carry": Puerto Rican Mothers Re-envisioning and Reconstructing Educational and Cultural Identities in a Family Literacy Context (Laura Ruth Johnson); (17) Listening to the Stories Families Tell: Promoting Culturally Responsive Language and Literacy Experiences (Julie K. Kidd, Sylvia Y. Sanchez, and Eva K. Tharp); (18) Literacy to Inform and Transform: Empowering Lessons From Children's Literature (Janelle B. Mathis and Leslie B. Patterson); (19) Positioning Theory as Lens to Explore Teachers' Beliefs About Literacy and Culture (Mary B. McVee, Maria Baldassarre, and Nancy Bailey); (20) Why Literacy Researchers Have Little Influence on Policy and What to Do About It (David Reinking); (21) Beginning Chapter Books: Their Features and Their Support of Children's Reading (Nancy L. Roser, Miriam G. Martinez, Kathleen McDonnold, and Charles Fuhrken); (22) The Impact of Clinical Experience on the Reading Comprehension Instruction of K-12 Inservice Teachers (Pamela Ross and Cynthia McDaniel); (23) Features of Early Field Experiences at Sites of Excellence in Reading Teacher Education Programs (Misty Sailors, Susan Keehn, Miriam Martinez, Janis Harmon, Wanda Hedrick, Joyce Fine, and Deborah Eldridge); (24) Authentic or Meretricious Multiculturalism in Commercial Reading Programs? (Martha L. Smith, Linda M. Phillips, Marion R. Leithead, and Nabiha Rawdah); (25) The Complexity of Cultural Authenticity in Children's Literature: A Critical Review (Kathy G. Short and Dana L. Fox); (26) Developing a Conscious Understanding of Genre: The Relationship Between Implicit and Explicit Knowledge During the Five-to-Seven Shift (Laura B. Smolkin and Carol A. Donovan); (27) Engaging in Critical Literacy Practices in a Multiliteracies Classroom (Katie Van Sluys); and (28) Teachers' Reading of Students' Popular Culture Texts: The Interplay of Students' Interests, Teacher Knowledge, and Literacy Curriculum (Shelley Hong Xu). (Individual papers contain tables, figures, references, and appendices.) [For the 52nd Yearbook, see ED522783.]

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.)