Search

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.)