Discusses problematic aspects of multilingualism, looks for plausible reasons to explain the deficits educators have to deal with, and gives a brief sketch of what appears to the author as recommended directions for future research. Concludes that multilingual reading instruction must rely on responsive instruction and reflective teaching. (SG)

Considers if first and second language reading processes are really "the same." Discusses ways in which research designs accommodate second-language issues. Considers if a unique pedagogy for second-language readers is needed. Examines the need for future research. Represents a continued yet renewed commitment to understanding and helping users of…

Considers how theory might move multilingual literacy research forward. Discusses implications of considering greater emphasis on multilingual literacy theory development. Concludes that increased attention to multilingual literacy theory might enrich understandings of multilingual learners' literacy in many ways, most especially by leading…

Explores alternative conceptions of literacy that emphasize economic, historical, transnational, technological, and other expanded notions of literacy that the author believes hold much more potential for improving access to literacy in a multilingual world. Suggests that educators should consider all of the possibilities that dual-language…

Presents the view that the minority differential in United States literacy is parallel to the literacy problems of many countries where the home language of children differs markedly from the first language of reading instruction. Notes that this is the situation that prevails in many developing countries, in Asia, Africa, and Latin America. Finds…

Presents an Australian standpoint on literacy policy. Addresses the unreconciled issue of redistributive social justice in Australian education: the educational achievement and life pathways of Aborigine and Torres Strait Islander children and youth. Concludes that to move forward both in research and policy towards a more inclusive literacy in…

Explores more deeply the role of oral reading in instructional practice, primarily in the elementary grades and with students who struggle in reading. Attempts to conceptualize more fully the positive role oral reading may play in classroom instruction, notes ways in which some persisting forms of oral reading practice in classrooms are counter to…

Offers an historical definition of social constructionism, a review of its conceptual bases, and an exploration of its epistemological implications. Describes a history comprised of three paradigmatically distinct waves: a sociological, a postmodern, and an emerging third wave grounded in new realism or neonaturalism. Suggests potential uses of…

Argues that literacy inquiry has often been less effective than it should be. Recommends pragmatism as a restorative tonic for the field. Offers 3 dimensions for researchers to use in reexamining with whom they do research; to reflect on selecting problems for inquiry; and to reconsider how research traditions and methodologies are defined and…

Summarizes research in teacher preparation. Argues that a great deal is known about the training of teachers but much less about the teaching of teachers. Reviews research in areas of training and teaching of teachers and points toward promising practices in the area of teaching teachers. Concludes with recommendations for a research agenda in…

Explores reactions among advocates of five distinct political ideologies (conservative, neoconservative, neoliberal, liberal, and radical democratic) to marginalized groups' struggles over the past 50 years for recognition, with specific attention directed toward how these reactions offer different futures in and outside American schools. (RS)

Describes the convergence of literacy instruction with the Internet and other networked technologies for information and communication. Explores consequences including the fundamental changes taking place in the nature of literacy and literacy instruction. Argues that the literacy community must begin to explore these new contexts for literacy and…

Presents 4 responses to the question "What will classrooms and schools look like?". Discusses who will be in these classrooms and what will be taught; three computer-related transformations that will influence schools and classrooms; three issues related to the nature of schools, classrooms, and students' literacy learning; and nine research-based…

Investigates how a computer-based instructional intervention (creating multimedia reviews of books) might increase fourth and fifth graders' independent reading. Finds that the success of the intervention was related to the mediating effects of using technology, changes in the interactions among students and teachers, and students' engagement in…