Front cover -- Title page -- Copyright page -- Dedication -- Contents -- About the Editors -- Contributors -- Preface -- Section One: Perspectives on Literacy Research and Its Application -- Chapter 1: A Historical Perspective on Reading Research and Practice, Redux -- Chapter 2: Literacies and Their Investigation Through Theories and Models -- Chapter 3: Synergy in Literacy Research Methodology -- Section Two: Processes of Reading and Literacy -- Chapter 4: Reading as Situated Language: A Sociocognitive Perspective -- Chapter 5: The Place of Dialogue in Children's Construction of Meaning -- Chapter 6: Social Talk and Imaginative Play: Curricular Basics for Young Children's Language and Literacy -- Chapter 7: Exploring Vygotskian Perspectives in Education: The Cognitive Value of Peer Interaction -- Chapter 8: It's a Book! It's a Bookstore! Theories of Reading in the Worlds of Childhood and Adolescence -- Chapter 9: Emergent Biliteracy in Young Mexican Immigrant Children -- Appendix A: List of Items Used for the Environmental Print Task -- Appendix B: Coding Scheme for Environmental Print Task -- Appendix C: Domains of Activity Related to Literacy -- Chapter 10: Revisiting Is October Brown Chinese? A Cultural Modeling Activity System for Underachieving Students -- Chapter 11: Sustained Acceleration of Achievement in Reading Comprehension: The New Zealand Experience -- Chapter 12: Phases of Word Learning: Implications for Instruction With Delayed and Disabled Readers -- Chapter 13: Developing Early Literacy Skills: Things We Know We Know and Things We Know We Don't Know -- Chapter 14: Advancing Early Literacy Learning for All Children: Implications of the NELP Report for Dual-Language Learners -- Chapter 15: Fluency: Developmental and Remedial Practices-Revisited.

Chapter 16: A Road Map for Understanding Reading Disabilities and Other Reading Problems, Redux -- Chapter 17: Language Pathways Into the Community of Minds -- Chapter 18: Vocabulary Processes -- Chapter 19: Role of the Reader's Schema in Comprehension, Learning, and Memory -- Chapter 20: Schema Theory Revisited -- Appendix A: Prison/Wrestling Passage -- Appendix B: Card/Music Passage -- Chapter 21: To Err Is Human: Learning About Language Processes by Analyzing Miscues -- Chapter 22: Cognitive Flexibility Theory: Advanced Knowledge Acquisitionin Ill-Structured Domains -- Chapter 23: Educational Neuroscience for Reading Researchers -- Chapter 24: Effects of Motivational and Cognitive Variables on Reading Comprehension -- Appendix A: Conceptual Knowledge Rubric -- Appendix B: Questioning Rubric -- Chapter 25: Toward a More Anatomically Complete Model of Literacy Instruction: A Focus on African American Male Adolescents and Texts -- Chapter 26: Marie M. Clay's Theoretical Perspective: A Literacy Processing Theory -- Chapter 27: Instructing Comprehension-Fostering Activities in Interactive Learning Situations -- Postscript on Reciprocal Teaching -- Section Three: Models of Reading and Writing Processes -- Chapter 28: Toward a Theory of Automatic Information Processing in Reading, Revisited -- Chapter 29: Toward an Interactive Model of Reading -- Chapter 30: A Theory of Reading: From Eye Fixations to Comprehension -- Chapter 31: Modeling the Connections Between Word Recognition and Reading -- Chapter 32: Revisiting the Construction-Integration Model of Text Comprehension and Its Implications for Instruction -- Chapter 33: Understanding the Relative Contributions of Lower-Level Word Processes, Higher-Level Processes, and Working Memory to Reading Comprehension Performance in Proficient Adult Readers.

Appendix A: Z-Tests Assessing the Relative Contributions of Each Predictor to Performance on the Nelson-Denny Forms Used in Set 1 Versus Performance on the Nelson-Denny Forms Used in Set 2 -- Appendix B: Examples of Stimuli Used in the Phonemic and Orthographic Lexical Decision Tasks -- Appendix C: Sample Paragraphs and Questions From the Component Processes Task -- Chapter 34: A Dual Coding Theoretical Model of Reading -- Dual Coding Theory and Literacy: Update -- Chapter 35: The Transactional Theory of Reading and Writing -- Chapter 36: Reading-Writing Connections: Discourse-Oriented Research -- Appendix 1: Writing Task -- Appendix 2: Reading Test and Inferential Questions -- Appendix 3: Scoring Guideline for Argumentative Discourse (Reading and Writing) -- Chapter 37: Enacting Rhetorical Literacies: The Expository Reading and Writing Curriculum in Theory and Practice -- Chapter 38: Reading as a Motivated Meaning-Construction Process: The Reader, the Text, and the Teacher -- Section Four: Literacy's New Horizons: An Emerging Agenda for Tomorrow's Research and Practice -- Chapter 39: Adolescent Literacy Instruction and the Discourse of "Every Teacher a Teacher of Reading" -- Chapter 40: Literacy Research in the 21st Century: From Paradigms to Pragmatism and Practicality -- Chapter 41: National Reports in Literacy: Building a Scientific Base for Practice and Policy -- Chapter 42: New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment -- Chapter 43: The Social Practice of Multimodal Reading: A New Literacy Studies-Multimodal Perspective on Reading -- Chapter 44: Imagined Readers and Hospitable Texts: Global Youths Connect Online -- Chapter 45: 21st-Century Skills: Cultural, Linguistic, and Motivational Perspectives -- Author Index -- Subject Index.