Maintaining a balance among theory, research, and effective classroom practice without presenting a formulaic view of good instruction or overly theoretical discussions in which practical applications of research findings are not adequately explored, the 17 chapters in this book capture the best evidence-based thinking of experienced researchers and teacher educators. Chapter topics in this third edition have been updated and added to reflect current thinking. After an introduction entitled, "There Is More to Effective Reading Instruction Than Research" (Alan E. Farstrup), chapters in the book are (1) "What Reading Research Says: The Promises and Limitations of Applying Research to Reading Education" (Timothy Shanahan); (2) "Holistic, Integrated Approaches to Reading and Language Arts Instruction: The Constructivist Framework of an Instructional Theory" (Brian Cambourne); (3) "Home and School Together: Helping Beginning Readers Succeed" (Jeanne R. Paratore); (4) "The Importance of Effective Early Intervention" (Dorothy S. Strickland); (5) "What We Know about How To Teach Phonics" (Patricia M. Cunningham and James W. Cunningham); (6) "The Role of Phonemic Awareness in Learning To Read" (Linnea C. Ehri and Simone R. Nunes); (7) "The Place of Word Consciousness in a Research-Based Vocabulary Program" (Michael F. Graves and Susan M. Watts-Taffe); (8) "Reading Fluency: Its Development and Assessment" (S. Jay Samuels); (9) "Making a Difference in Adolescents' School Lives: Visible and Invisible Aspects of Content Area Reading" (Richard T. Vacca); (10) "Effective Practices for Developing Reading Comprehension" (Nell K. Duke and P. David Pearson); (11) "Reading Comprehension Strategies and Teacher Preparation" (Joanna P. Williams); (12) "Research on Reading/Learning Disability Interventions" (Richard L. Allington); (13) "Metacognition and Self-Regulated Comprehension" (Michael Pressley); (14) "The New Literacies: Research on Reading Instruction with the Internet" (Donald