This collection of articles from "The Reading Teacher" provides examples of the instructional practices which improve reading achievement, according to Reading First legislation. Each section offers a summary and discussion of the National Reading Panel Report findings, and presents several articles from "The Reading Teacher" that provide concrete descriptions of the recommended practices. Following the Introduction, articles in the Phonemic Awareness section are: "Supporting Phonemic Awareness Development in the Classroom" (Hallie K. Yopp and Ruth Helen Yopp); "Developing a Kindergarten Phonemic Awareness Program: An Action Research Project" (Kathleen Reiner); "Word Boxes Help Children with Learning Disabilities Identify and Spell Words" (Laurice M. Joseph); and "Children's Books to Develop Phonemic Awareness--for You and Parents, Too!" (Michael F. Opitz). Articles in the Phonics section are: "An Assessment of Early Steps: A Program for Early Intervention of Reading Problems" (Carol M. Santa and Torleiv Hoien); "Saying the 'P' Word: Nine Guidelines for Exemplary Phonics Instruction" (Steven A. Stahl); "Strategies Used for Phonics Instruction in Early Childhood Classrooms" (Lesley Mandel Morrow and Diane H. Tracey); and "Building Practical Knowledge of Letter-Sound Correspondences: A Beginner's Word Wall and Beyond" (Janiel M. Wagstaff). Articles in the Reading Fluency section are: "Method of Repeated Readings" (S. Jay Samuels); "Speed Does Matter in Reading" (Timothy V. Rasinski); "'I Never Thought I Could Be a Star': Readers Theatre Ticket to Fluency" (Miriam Martinez, Nancy L. Roser, Susan Strecker); and "Be a Good Detective: Solve the Case of Oral Reading Fluency" (Meribethe Richards). Articles in the Vocabulary Development section are: "Vocabulary Instruction in a Balanced Reading Program" (William H. Rupley; John W. Logan; William D. Nichols); "Word Detectives" (Dodie Ainslie); "Said Webs: Remedy for Tired Words" (Kathryn L. Laframboise); "Vocabulary Anchors