This issue of "Reading Research Quarterly" ("RRQ") marks the journal's golden (50th) anniversary and 200th published issue. Given this historic milestone, an understanding of the journal's content and impact might inform its readership about the field of literacy broadly and the contribution of "RRQ" in…

This article describes a 2-year exploratory research study of alphabet knowledge instruction in 13 kindergarten classrooms in four at-risk urban schools. Based on insights for teaching from five evidence-based advantages that influence acquisition of letter names and sounds, instruction of letter names and sounds was enhanced to increase students'…

The purpose of this study was to explore the effects of aligning classroom core reading instruction with the supplementary reading instruction provided to 133 struggling grade 2 readers. A 2-group, pre-posttest true experimental design was employed in this study. In 11 elementary schools, 12 teachers taught both the aligned and unaligned core and…

Examines how concepts-about-print knowledge interacted with other traditional measures of print knowledge, to affect children's reading environmental print in context and out. Demonstrates that concepts-about-print and word recognition were the most reliable discriminators between children who could accurately and consistently read environmental…

Replies to an article in this issue that responded to an earlier article ("On Balanced Reading") by this author. Argues that Welna's unbalanced coverage of research and critique is the very fuel that continues the Reading Wars. Argues that a study of past and present research can lead the profession to common ground. (SR)

In this article, we review the findings of Rona Flippo's (1998) "Expert Study" within the comparative context of recently published reading research reports such as the National Reading Panel report (National Institute of Child Health and Human Development, 2000) and Preventing Reading Difficulties in Young Children (Snow, Burns, & Griffin, 1998).…

Studies the number of reading articles published in major journals by the leading research universities' reading faculties. Presents institutional productivity ratings of various universities. Provides data from several time periods. Finds that several institutions continue to make substantial scholarly contributions. (HB)

Describes several instructional strategies that were used in an earlier research study for moving children into successful fingerpoint-reading and beyond within the setting of a Shared Book Experience. Reports some additional data supporting the use of these strategies. (RS)

Presents the background, design, research, and possible uses for the Cloze Story Map, which combines the elements of cloze with a story-mapping strategy to represent the structure and semantic content of both narrative and expository text. (FL)

Suggests that integrating story maps into a reading lesson helps readers attend to details as well as to relationships between story elements before, during, and after reading. Reports findings of a study to support this belief. (FL)

Finds a generalizable pattern that is learned and followed by most children when they select books. Suggests that refinements and elaborations are best demonstrated by "outlier" behaviors atypical to the basic book-selection routine. Shows children typically select books based upon the physical characteristics of the book and a holistic,…

In this article, we review the findings of Rona Flippo's (1998) "Expert Study" within the comparative context of recently published reading research reports such as the National Reading Panel report (National Institute of Child Health and Human Development, 2000) and Preventing Reading Difficulties in Young Children (Snow, Burns, &…

Examines and evaluates a guided reading lesson using a literature webbing strategy, with predictable books. Concludes that this approach significantly improved young readers' comprehension. (MG)

Demonstrates that when children select library books, there is a generalizable routine or pattern learned and followed by most children--refinements or elaborations on that routine, however, are best demonstrated by "outlier" behaviors atypical to the basic routine. Shows that children typically select books based upon the book's…

Compares the effect on beginning readers' main idea comprehension of a direct instruction model, basal reader main idea comprehension lessons, and language extension lessons for group-dictated experience charts. Reports that the direct instruction group outperformed basal and control groups in determining main ideas across a variety of tasks. (MM)