Michael L. Kamil is Professor Emeritus of Education at Stanford University. He is a member of the Psychological Studies in Education Committee and on the faculty of the Learning, Design, and Technology Program. P. David Pearson is a faculty member in the Language and Literacy program and the Cognition and Development program at the Graduate School of Education at the University of California, Berkeley, where he served as Dean from 2001-2010. Elizabeth Birr Moje is an Arthur F. Thurnau Professor of Literacy, Language, and Culture in Educational Studies, a Faculty Affiliate in Latina/o Studies, and Faculty Associate in the University’s Institute for Social Research—Research Center for Group Dynamics at the University of Michigan, Ann Arbor, MI.Peter P. Afflerbach is a Professor of Curriculum and Instruction and Director of the Reading Center at the University of Maryland at College Park.

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• Dedication Preface Reading Research in a Changing Era: An Introduction to the Handbook of Reading Research, Volume IV Michael L. Kamil, Peter Afflerbach, P. David Pearson, and Elizabeth Birr MojePART 1: CONDUCT OF READING RESEARCH1 Researching the Teaching of Reading through Direct Observation: Tools, Methodologies & Guidelines for the Future James Hoffman, Beth Maloch, Misty Sailors2 Methods of Automated Text Analysis Arthur C. Graesser, Danielle S. McNamara, Max M. Louwerse3 Statistical Modeling in Literacy Research Christopher Schatschneider, Yaacov Petscher4 Designing and Conducting Literacy Intervention Research Donald D. Deshler, Michael F. Hock, Frances M. Ihle, Caroline A. Mark5 Cultural Perspectives in Reading: Theory and Research Robert RuedaPART 2: DEVELOPMENT OF READING6 Supporting Early (and Later) Literacy Development at Home and at School: The Long View Jeanne R. Paratore, Christina Cassano, Judith A. Schickendanz7 Primary Grade Reading Barbara R. Foorman, Carol M. Connor8 Adolescents and Readers Patricia A. Alexander, Emily Fox 9 Adult Literacy (age 18 and Beyond) Greg BrooksPART 3: PROCESS OF READING10 The Development of Comprehension Nell K. Duke, Joanne Carlisle11 Word Recognition Theresa A. Roberts, Catherine Christo, John A. Shefelbine12 Orthographic Processing in Models of Word Recognition Anne E. Cunningham, Ruth G. Nathan, Katie Schmidt Raher13 Reading Fluency Timothy V. Rasinski, D. Ray Reutzel, David Chard, Sylvia Linan-Thompson14 Oral Discourse and Reading Joshua Lawerence, Catherine E. SnowPART 4: TEACHING AND LEARNING OF READING15 Locating Struggling Readers in a Reconfigured Landscape: A Conceptual Review Linda Kucan, Annemarie Sullivan Palincsar16 A Dialogic Turn in Research on Learning and Teaching to Comprehend Ian A. G. Wilkinson, Eun Hye Son17 Toward a Theory of Word Selection William Nagy, Elfrieda M. Hiebert18 The Development and Teaching of Word Recognition Skill William Tunmer, Tom Nicholson, Peter Freebody19 The Teaching and Learning of Critical Literacy: Beyond the ‘Show of Wisdom’ Peter Freebody, Jill M. Freiberg20 The Role of Text in Disciplinary Learning Elizabeth Birr Moje, Darin Stockdill, Katherine Kim, Hyun-ju Kim21 The Classroom Assessment of Reading Peter P. Afflerbach, Beong-Young Cho22 The Role of Culture in Literacy, Learning, and Teaching Guofang LiPART 5: CONTEXTS OF READING23 Popular Culture and Literacy Practices Donna E. Alvermann24 Reading Policy in the Era of Accountability Cynthia Coburn, P. David Pearson, Sarah Woulfin25 Reading and School Reform Barbara Taylor, Taffy E. Raphael, Kathryn H. Au26 Professional Development and Teacher Education for Reading Instruction Deborah R. Dillon, David G. O’Brien, Mistilina Sato, Catherine M. Kelly27 Second Language Reading Acquisition Ludo Verhoeven28 Reading Instruction for English Language Learners Claude Goldenberg29 Literacy Out Of School: A Review of Research on Programs and Practices David E. Kirkland, Glynda Hull 30 Family Literacy: A Current View of Research on Parents and Children Learning Together Flora V. Rodriguez-Brown