Developed as a vehicle of communication for the Reading Recovery Council of North America, this journal represents an international effort to connect researchers, teachers, and all those interested in early literacy. Articles in the special inaugural issue on Reading Recovery are: "Reading Recovery: An Overview" (Stanley L. Swartz and Adria F. Klein); "An Inquiry-Based Model for Educating Teachers of Literacy" (Gay Su Pinnell); "The Role of Early Literacy Interventions in the Transformation of Educational Systems" (Janet S. Gaffney and Susan Y. Paynter); "Early Writing: Teachers and Children in Reading Recovery" (Diane E. DeFord); "Descubriendo la Lectura: An Early Intervention Literacy Program in Spanish" (Kathy Escamilla); "Descubriendo la Lectura: Un Programa en Espanol de Lecto-Escritura para las Primeras Etapas" (Kathy Escamilla); "Sustained Effects of Reading Recovery Intervention on the Cognitive Behaviors of Second Grade Children and the Perceptions of Their Teachers" (Billie J. Askew and Dianne F. Frasier); "Reading Recovery and Learning Disability: Issues, Challenges, and Implications" (Carol A. Lyons); "Reading Recovery: The Wider Implications of an Educational Innovation" (Marie Clay); and "Reading Recovery in New Zealand: A Report from the Office of Her Majesty's Chief Inspector of Schools." Articles in the second issue of the journal are: "Introduction to the Reading Recovery Council of North America" (Gay Su Pinnell); "The Role of Talk during Interactive Storybook Reading in a Kindergarten Classroom" (Andrea McCarrier); "Reading Recovery in England" (Angela Hobsbaum); "Learning to Read: Insights from Reading Recovery" (Noel K. Jones); "Factors Affecting Students' Progress in Reading: Key Findings from a Longitudinal Study" (Kenneth J. Rowe); "Reading Recovery: Una Vision General" (Stanley L. Swartz y Adria R. Klein); and "Errata: A Report from the Office of Her Majesty's Chief Inspector of Schools." (RS)