Intended for reading educators and researchers, this handbook characterizes the current state of methodology and the cumulative research-based knowledge of reading. The book's three sections cover methodological issues, basic reading processes, and instructional practices. The 25 chapters discuss the following topics: (1) reading research history, (2) reading research traditions, (3) design and analysis of reading experiments, (4) ethnographic approaches to reading research, (5) building and testing models of reading processes, (6) reading assessment, (7) reading process models, (8) word recognition, (9) schema theory and comprehension processes, (10) listening and reading, (11) text structure, (12) metacognitive skills and reading, (13) sociolinguistic study of reading, (14) social and motivational influences on reading, (15) figurative language, (16) individual differences and underlying cognitive processes, (17) early reading from a developmental perspective, (18) beginning reading instruction, (19) word identification, (20) research on teaching reading comprehension, (21) studying, (22) readability, (23) classroom instruction in reading, (24) managing instruction, and (25) oral reading. Biographical notes are provided for approximately 40 contributors. (HTH)