This book and the conference that gave rise to its chapters were conceived as a means of investigating how to translate important sets of research findings in reading and reading instruction into practice. Topics for inclusion were selected for their high priority in terms of practice or policy; for their potential for making a substantial difference in reading instruction. Chapter authors were encouraged to think of K-12 practitioners and policymakers at local, state, and national levels as their intended audience--they were to focus on what works in the classroom to improve reading achievement. The first chapter in the book is: "Introduction and Overview" (M.L. Kamil; J.B. Manning; H.J. Walberg). Under Part I, Reading Research and Assessment, are the following chapters: (2)"Successful Uses of Computer Technology for Reading Instruction" (H.S. Kim and M.L. Kamil); (3) "How Can Children Be Taught to Comprehend Text Better?" (M. Pressley and K. Hilden); (4) "Interventions for Children Experiencing Early Reading Difficulties" (R. Barr); and (5) "From Policy to Practice: Using Literacy Standards in Early Reading Instruction" (D. Birdyshaw; E. Pesko; K. Wixson; N. Yochum). Under Part II, Reading Instruction and Practice, are these chapters: (6) "Improving Reading Achievement through Professional Development" (D. Strickland); (7) "Reading in Discipline/Content Materials" (D.E. Alvermann); (8) "Engagement and Motivation in Reading Instruction" (J.T. Guthrie); (9) "Good First Teaching: Making the Critical Difference for All Students" (G.S. Pinnell); and (10)"Conclusions and Recommendations" (H.J. Walberg; J.B. Manning; M.L. Kamil). Each chapter includes references. (NKA)