The Social Construction of Literacy Development and Classroom Ecologies

George G. Hruby, University of Georgia

A Response to “The Social Construction of Literacy Development and Classroom Ecologies”

Carolyn P. Panofsky, Rhode Island College

Three Perspectives on Critical Thinking: Theory, Research, and Teaching

Marie Cheak, Western Illinois University
Nancy Douglas, University of Michigan-Dearborne
Rick Erickson, Southern Illinois University

Literacy and the Affective Domain: Three Perspectives

Introduction to Three Views from our Problems Court

Carolyn P. Panofsky, Rhode Island College

The Emotional/Cognitive Relationship and Literacy

Marilyn Eanet, Rhode Island College

Canaries in the Literacy Learning Coalmine: Lessons About the Affective Dimensions of Literacy Instruction Culled From The Darkness

Ray Wolpow, Western Washington University

Literacy and Feeling: Toward a New Synthesis

Carolyn P. Panofsky, Rhode Island College

Reaction: Literacy and the Affective Domain

Eunice N. Askov, Pennsylvania State University

Instructional Grouping: Examples and Issues

Carol Crumbaugh, Appalachian State University
Beth Frye, Appalachian State University
Bob Schlagal, Appalachian State University
Pam Schram, Appalachian State University
Woodrow Trathen, Appalachian State University

An Exploration of Students’ Perceptions of Their Rights as Readers

Mona W. Matthews, Georgia State University
Laurie Elish-Piper, Northern Illinois University
Jerry L. Johns, Northern Illinois University
JoAnn Bass, Valdosta State University
Sheryl Dasinger, Valdosta State University
Victoria J. Risko, Vanderbilt University
Barbara Illig-Aviles, Indiana University of Pennsylvania

Educating Esme: Trauma, Travail, and Treasures From the Trenches

Thomas Cloer, Jr., Furman University

Three Years (1998-2000) of Children's Book Award Winners/Contenders from Five English-Speaking Countries

Ira E. Aaron, Sylvia M. Hutchinson, The University of Georgia

An Analysis of Family Relationships in the Caldecott Medal-Winning Books

Erin L. Rowe, North Ridgeville City Schools
Cindy Gillespie Hendricks, Bowling Green State University

The Power of Phonological Awareness as a Predictor of Basic Reading Skill

Michael P. French, Bowling Green State University
Carrie Opatrny, Bowling Green State University
Lessie Cochran, Bowling Green State University

Response to “The Power of Phonological Awareness as a Predictor of Basic Reading Skill”

Darrell Morris, Appalachian State University

Effects of Success for All Reading Program on Achievement Test Scores for Elementary Grade Levels

Bobbie J. Greenlee, University of South Florida
Darlene Y. Bruner, Valdosta State University

Exploring Distance Learning in Literacy Instruction: Offering Multiple Perspectives in the Millennium

Eunice N. Askov, Pennsylvania State University
Mary Simpson, Pennsylvania State University

Literacy, Criminal Activity, and Recidivism

Cindy Gillespie Hendricks, Bowling Green State University
James E. Hendricks, Ball State University
Susie Kauffman, New Albany School District

Patterns in Partnership for Elementary Reading Teacher Preparation

David Bishop, Northern Kentucky University
Teresa Young, Northern Kentucky University

Classroom Discourse Routines: Changing the Rules

Francine Falk-Ross, Northern Illinois University

Standards-Based Movement: Implications for Reading Teacher Development

Sharon Kossack, Florida International University

Constructivist Learning Experiences in a Graduate Reading Course

Dan Rothermel, Eastern Connecticut State University