The third edition of this respected volume provides current research along with instructional implications that reflect the rapidly evolving professional context in which the research is used. Educators will find solid information on how to teach students to read based on evidence from a broad base of effective, well-designed research. Topics have been updated and added to better reflect current thinking in the field and address issues that have come to national an international attention. The editors maintain a balance among theory, research, and effective classroom practice without presenting a formulaic view of good instruction or overly theoretical discussions on the practical applications of research findings. The 17 chapters focus on research related to early reading instruction, phonemic awareness, comprehension, fluency and many other topics. Each chapter concludes with "Questions for Discussion" to encourage reflection on the topics discussed. Teacher educators will find this volume to be a valuable tool for both preservice preparation and graduate-level courses. The professional development community, school administrators, and policymakers will also find it to be an indispensable resource as they seek to implement programs consistent with rapidly emerging legislative and policy mandates.