Refining and better understanding the roles parents, teachers, administrators, and researchers play in helping children learn to process written language is the focus of this book. Part 1 considers the role of the parents and includes the following articles: "Learning to Read: It Starts in the Home" (David B. Doake): "Let's Read Another One" (Diane L. Chapman); and "Literacy Environment in the Home and Community" (Yetta M. Goodman and Myna M. Haussler). Part 2 considers the role of the teacher in the following articles: "Teaching and Language Centered Programs" (MaryAnne Hall); "Guiding a Natural Process" (Don Holdaway); and "Nourishing and Sustaining Reading" (Margaret Meek Spencer). The articles in part 3 discuss the role of the child: "Apprenticeship in the Art of Literacy" (Anne D. Forester); "Children's Quest for Literacy" (John McInnes); and "Children Write to Read and Read to Write" (Diane E. DeFord). The articles in part 4 consider the role of the administrator: "Emergence of an Administrator" (Marilyn D. Reed); "Removing the 'We-They' Syndrome" (G. William Stratton); and "Cultivating Teacher Power" (Moira G. McKenzie). The role of the researcher is covered in part 5 in the final articles: "Theory, Practice, and Research in Literacy Learning" (Robert Emans); "Reading Research at the One Century Mark" (Edmund H. Henderson); and "The Researcher, Whole Language, and Reading" (William D. Page). (EL)