This collection of articles from The Reading Teacher offers indispensable insight on issues, problems, and innovative solutions in literacy education. A wide spectrum of authors--ranging from successful classroom teachers to noted researchers and teacher educators--weigh in on language theories, relevant research, effective instructional techniques, and much more. This book contains six sections. Section One: Effective Teachers of Reading, with the following articles: (1) Challenges Facing the Teacher of Reading in 1957 (1956) (Gerald A. Yoakam); (2) More Than Words (1958) (Russell G. Stauffer); (3) The Indispensable Reading Teacher (1983) (Paula J. Gaus); (4) What's Needed Now in Reading Instruction: The Teacher as Scholar and Romanticist (1985) (John C. Manning); (5) Excellent Reading Teachers: A Position Statement of the International Reading Association (2000); and (6) The Changing Face of Education: Teachers Cope With Challenges Through Collaboration and Reflective Study (2005) (Carla C. Dearman, Sheila R. Alber). Section Two: Word Recognition, with the following articles: (7) Developing Word Recognition (1951) (William S. Gray); (8) Controversial Issues Relating to Word Perception (1955) (A. Sterl Artley); (9) The Utility of Phonic Generalizations in the Primary Grades (1963) (Theodore Clymer); (10) Saying the "P" Word: Nine Guidelines for Exemplary Phonics Instruction (1992) (Steven A. Stahl); (11) Where's the Phonics? Making the Case (Again) for Integrated Code Instruction (1997) (Diane Lapp, James Flood); and (12) What Can I Say Besides "Sound It Out"? Coaching Word Recognition in Beginning Reading (2004) (Kathleen F. Clark). Section Three: Reading Comprehension, contains the following articles: (13) What Research Says to the Teacher of Reading (1954) (Helen M. Robinson); (14) Guidelines for Teaching Comprehension (1970) (Helen J. Caskey); (15) Meaning-Seeking Strategies for the Beginning Reader (1978) (Dixie Lee Spiegel); (16) Comprehension Before, During, and After Reading (1982) (Linda K. Crafton); (17) Changing the Face of Reading Comprehension Instruction (1985) (P. David Pearson); and (18) What Every Teacher Needs to Know About Comprehension (2004) (Laura S. Pardo). Section Four: Literacy Assessment, contains the following articles: (19) Use Reading Tests Carefully--They Can Be Dangerous Tools (1952) (George A. Prescott); (20) Evaluating Children's Awareness of Literature Tools (1956) (Shelton L. Root, Jr.); (21) Reading Assessment: Time for a Change (1987) (Sheila Valencia, P. David Pearson); (22) High-Stakes Assessments in Reading: A Position Statement of the International Reading Association (1999); and (23) Literacy Assessment and the Future (2005) (Peter Johnston). Section Five: Content Literacy, contains the following articles: (24) Types and Purposes of Reading in Various Curriculum Fields (1958) (George D. Spache); (25) Textbook Usage in the Intermediate-Upper Grades (1971) (Larry D. Kennedy); (26) Guiding Students Through Informational Text (1988) (Karen D. Wood); (27) Classroom Organization for Instruction in Content Areas (1991) (Laura S. Pardo, Taffy E. Raphael); and (28) Models for Using Nonfiction in the Primary Grades (2005) (Rosemary G. Palmer, Roger A Stewart). Section Six: Developing a Love for Reading, contains the following articles: (29) Pleasure of the Popular (1958) (Leland B. Jacobs); (30) How Full Is Full? (1958) (Mabel F. Altstetter); (31) Effective Approaches for Motivating Children to Read (1979) (Nicholas P. Criscuolo); (32) Bridging the Gap between Fiction and Nonfiction in the Literature Circle Setting (2004) (Debbie Stien, Penny L. Beed); and (33) Books to Live By: Using Children's Literature for Character Education (2004) (Sheryl O'Sullivan). A Subject Index is included.