Traces the history of reading instruction in the United States, discussing books about teaching reading which exerted great influence in their respective eras. Discusses the "First-Grade Studies" (begun in 1964), a cooperative effort to analyze study results on teaching reading. (PA)

Reflects on the 30th anniversary of the publication of the "First-Grade Studies." States that what can be learned is that "It all depends" is the most effective approach to teaching reading and that pretty much any alternative method was superior to the "look-say" basals popular in the early 1960s. (PA)

Discusses aspects of "First-Grade Studies" and education in the 1960s. Addresses the research questions in the study: to what extent various teacher, class, and school characteristics are related to first grade spelling and reading achievement; which approach to teaching reading is superior; and whether any program is uniquely effective or…

Reviews the "First-Grade Studies." Finds the studies represent a particular ideological and power relationship within the academy; cooperative research efforts can be a powerful force in shaping understanding of reading research and instruction; there is no best way to teach beginning reading; race, class, and language are important variables in…

Finds several themes emerging in conversations about emergent literacy research: the field is alive and well; a new distinguishing factor is that the research frame has shifted from a cognitive to a sociocultural one; studies that extend over longer periods and across different sociocultural contexts are needed; and resist jumping to instructional…

Questions the facilitative effects of Reading Recovery reported in an earlier article. Argues that differences between Reading Recovery and other treatments in level of teacher training and experience, and in actual time and use of time for instruction, may account for the differential effects of Reading Recovery over other treatments. Challenges…

Responds to an earlier article in this issue about the effectiveness of Reading Recovery. Suggests that achieving an instructional match between compared programs is nonsense. Argues that researchers need to address bigger questions in order to further understand complex, changing educational environments. (RS)

Responds to a response to an article in this issue concerning the effectiveness of Reading Recovery. Remains steadfast in assertion that alternative explanations exist for the findings reported in the original article. (RS)

Provides independent analysis of the extant evaluations of Reading Recovery. Finds that students make greater than expected gains in reading, effects comparable to those accomplished by other effective educational interventions; and that programs are less effective in maintaining student gains and more costly than has been claimed. Offers…

Discusses theoretical constructs defining intertextuality as a social construction. Presents a microanalysis of a first-grade reading lesson based on recent work applying interactional sociolinguistics to classrooms. Shows how teachers and students may use intertextuality to (1) define themselves and others; (2) form social groups; and (3)…