Foreword, Lesley Mandel Morrow. Part I: Instructional Trends. How Shall Research Inform Reading Instruction?: The Legacy of Steven A. Stahl, Michael C. McKenna. Whole Language and Language Experience Approaches for Beginning Reading: A Quantitative Research Synthesis, Steven A. Stahl, Patricia D. Miller. Fostering the Scientific Study of Reading Instruction by Example, Keith E. Stanovich, Paula J. Stanovich. Understanding Shifts in Reading and Its Instruction, Steven A. Stahl. The Shift from Polarization in Reading: Relying on Research Rather than Compromise, Timothy Shanahan. Part II: Reading Acquisition. Phonics and Phonemic Awareness, Marilyn Jager Adams, Jean Osborn. Defining Phonological Awareness and its Relationship to Early Reading, Steven A. Stahl, Bruce A. Murray. Hunting the Elusive Phoneme: A Phoneme-Direct Model for Learning Phoneme Awareness, Bruce A. Murray. Everything You Wanted to Know about Phonics (but Were Afraid to Ask), Steven A. Stahl, Ann M. Duffy-Hester, Katherine A. Dougherty Stahl. More about Phonics: Findings and Reflections, Linnea C. Ehri. Part III: Fluency. Seeking Understanding about Reading Fluency: The Contributions of Steven A. Stahl, Timothy Rasinski, James Hoffman. Fluency-Oriented Reading Instruction, Steven A. Stahl, Kathleen Heubach. Fluency-Oriented Reading Instruction: A Merging of Theory and Practice, Melanie R. Kuhn, Paula J. Schwanenflugel. Part IV: Vocabulary. The State of Vocabulary Research in the Mid-1980s, William Nagy, Judith A. Scott. The Effects of Vocabulary Instruction: A Model-Based Meta-Analysis, Steven A. Stahl, Marilyn M. Fairbanks. Issues in the Advancement of Vocabulary Instruction: Response to Stahl and Fairbanks's Meta-Analysis. Margaret McKeown, Isabel L. Beck. Part V: Comprehension. Comprehension Research over the Past Three Decades, Richard C. Anderson, Qiuying Wang, Janet S. Gaffney. Prior Knowledge and Difficult Vocabulary in the Comprehension of Unfamiliar Text, Steven A. Stahl, Michael G. Jacobson, Charlotte E. Davis, Robin L. Davis. Improving Students' Reading Comprehension, Barbara M. Taylor, P. David Pearson, Georgia Earnest Garcia, Katherine A. Dougherty Stahl, Eurydice B. Bauer. What Happens When Students Read Multiple Source Documents in History? Steven A. Stahl, Cynthia R. Hynd, Bruce K. Britton, Mary M. McNish, Dennis Bosquet. Reading Multiple Documents in History Class: Evolution of a Teaching Strategy Based on the Reading Processes of Practicing Historians, Cynthia Hynd Shanahan. Part VI: Assessment. Connecting Scientific and Practical Approaches to Reading Assessment, Scott G. Paris. An Educational Model of Assessment and Targeted Instruction for Children with Reading Problems, Steven A. Stahl, Melanie R. Kuhn, J. Michael Pickle. Intelligent Action as the Basis for Literacy Instruction in Classroom and Clinical Settings, Marjorie Y. Lipson. The Word Factors: A Problem for Reading Comprehension Assessment, Steven A. Stahl, Elfrieda H. Hiebert. Making the Invisible Visible: The Development of a Comprehension Assessment System, Katherine A. Dougherty Stahl, Georgia Earnest Garcia, Eurydice B. Bauer, P. David Pearson, Barbara M. Taylor. Epilogue, Michael C. McKenna.