This collection of research-based articles is framed around the International Reading Association's 10 "literacy rights" of every child, outlining what children need to become competent readers and writers. Under Right 1--Children have a right to appropriate early reading instruction based on their individual needs--are the following articles: "Introduction" (Dolores B. Malcolm); "Good Reading Instruction Is More Important Than Who Provides the Instruction or Where It Takes Place" (Wanda B. Hedrick and Alice B. Pearish); "Talking the Walk" (Marjorie Faulstich Orellana and Arcelia Hernandez); and "Early Literacy for Inner-City Children:" (David B. Yaden, Jr. and others). Under Right 2--Children have a right to reading instruction that builds both the skills and the desire to read increasingly complex materials--are these articles: "Introduction" (Patricia Ruggiano Schmidt); "A Comparison of Innercity Children's Interpretations of Reading and Writing Instruction in the Early Grades in Skill-Based and Whole Language Classrooms" (Karin L. Dahl and Penny A. Freppon); and "Breaking Down Barriers That Disenfranchise African American Adolescent Readers in Low-Level Tracks" (Alfred W. Tatum). Under Right 3--Children have a right to well-prepared teachers who keep their skills up to date through effective professional development--are these articles: "Introduction" (William T. Hammond); "Cultural Attitudes toward Reading" (Mary Lee Field and Jo Ann Aebersold); and "Know Thyself and Understand Others" (Patricia Ruggiano Schmidt). Under Right 4--Children have a right to access a wide variety of books and other reading material in classroom, school, and community libraries--are these articles: "Introduction" (Barbara J. Diamond); "3.6 Minutes per Day" (Nell K. Duke); and "African American Children's Literature That Helps Students Find Themselves" (Bena R. Hefflin and Mary Alice Barksdale-Ladd). Under Right 5--Children have a right to reading assessment that identifies their st