In July, 2006, Literacy Professionals from across the United States met at Lady Margaret College in Oxford University to discuss research and practice in the teaching of reading and the expansion of literacy. In a tense national climate, reading researchers refer to contrasting theories of teaching reading as "the reading wars," but at the Round Table on "Reading First," participants found common ground. This article synthesizes the papers, presentations and discussions of the week using a common framework of understanding that provides some guidance for future directions in research and practice in the teaching of literacy. The six common elements discussed in depth are: the importance of child development in students' academic progress, the role of culture and lived experience in literacy learning, the social construction of language, the role of the teacher in shaping the conditions and contexts of literacy learning, promoting the active engagement of learners, and the qualities of good literacy teachers. The synthesis displays the research base for the assertions made by participants and argues that there is much that literacy professionals and policy makers can build on toward their common goal of improving literacy education for all children.