Administrators in the U.S. education system need to be more than good managers, they need to understand high-quality reading instruction, so they can serve their teachers and help their school meet Reading First requirements. Although written with the administrator in mind, this collection also can be used by teachers, teacher educators, staff developers, and policymakers as they support literacy teaching and learning in U.S. schools. Following the Foreword, Acknowledgments, Contributors and Introduction (Carrice Cummins), it contains the following twelve chapters: (1) The Leadership Role of Administrators in the Era of No Child Left Behind (Sarah Nelson Womble); (2) Phonemic Awareness: Activities That Make Sounds Come Alive (Billie J. Enz); (3) Phonics: Explicit and Meaningful Instruction (Lesley Mandel Morrow, Heather Morgan; (4) Vocabulary Instruction: New Ideas and Time-Tested Strategies (James Flood, Dianne Lapp, Sharon Flood); (5) Fluency: An Oft-Neglected Goal of the Reading Program (Timothy V. Rasinski); (6) Comprehension Instruction: Research-Based Practices(Cathy Collins Block); (7) Oral Language: A Strong Foundation for Literacy Instruction (Carrice Cummins, Margaret Taylor Stewart); (8) Where Does Writing Fit in Reading First? (Timothy Shanahan); (9) Supporting Student's Motivation to Read (Jacquelynn A. Malloy, Linda B. Gambrell, Gwendolyn, Smith Williams); (10) Critical Factors in Designing an Effective Reading Intervention for Struggling Readers (Richard L. Allington); (11) The Literacy Coach as a Catalyst for Change (Rita M. Bean, Kathryn E. Carroll); and (12) Revitalizing the Literacy Program: A Work in Progress at One Elementary School (Martha A. Colwell, Sherry L. Alleman). This book also contains a Conclusion (Carrice Cummins), Author Index, and Subject Index.