The quality of teacher preparation is frequently under public scrutiny. In this collection, experts in literacy teacher preparation offer ten truths--based on evidence, not ideology-- that support the ongoing positive efforts of teacher educators. In this book, the reader will find: A review of the existing knowledge base; Evidence of the improved quality of literacy teacher preparation; and A starting point for continued research, discussion, and improvement in literacy teacher preparation. The following ten truths are described in their own chapter of this book: (1) Literacy Teacher Preparation Is Based on Research (Janet R. Young, Roni Jo Draper); (2) Teacher Candidates Meet Increasingly Demanding Criteria for Admissions and Certification" (Linda S. Wold); (3) Rigor in Literacy Course Work Emphasizes the Integration of Theory and Practice (Carol D. Wickstrom, Leslie Patterson, Cathy K. Zeek); (4) Teacher Preparation Programs Make a Difference in Teacher Candidates' Perspectives About Literacy Teaching (Karen E. Smith, Carole S. Rhodes); (5) Teacher Preparation Programs Offer Targeted Field Experiences in Literacy (Susan Davis Lenski, Susan L. Nierstheimer); (6) Teacher Preparation Programs Link Literacy Teaching With the Demands of Teaching in Schools" (Debra K. Wellman, Linda S. Wold); (7) Teacher Preparation Programs Situate School Curricula in the Larger Context of Teaching and Learning (Marva Cappello, Nancy Farnan); (8) Traditional Teacher Preparation Programs Better Prepare Future Literacy Teachers Than Do Alternative Routes (Bette S. Bergeron); (9) Assessment Has a Dual Purpose in Teacher Preparation Programs (Thomas P. Crumpler, Ellen Spycher); and (10) Teacher Preparation Programs Graduate Highly Qualified Novice Teachers (Nancy Farnan, Dana L. Grisham).The book contains a conclusions, The Truth About Literacy Teacher Preparation (Susan Davis Lenski, Dana L. Grisham, Linda S. Wold). Additional Internet Resources on Literacy Education and Teacher Preparation is appended. An index is included.