Elizabeth Birr Moje is Dean of the School of Education, George Herbert Mead Collegiate Professor of Education, an Arthur F. Thurnau Professor, and a Faculty Associate in the Institute for Social Research and Latina/o Studies at the University of Michigan, USA.Peter P. Afflerbach is Professor of Reading in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, USA.Patricia Enciso is Professor of Literacy, Literature, and Equity Studies in the Department of Teaching and Learning at the College of Education and Human Ecology, and Faculty Associate in Latinx Studies, at The Ohio State University, USA. Nonie K. Lesaux is Juliana W. and William Foss Thompson Professor of Education and Society at the Harvard Graduate School of Education, USA.

• Part One: Game Changers in Reading Research: Setting the StageChapter 1: Game Changers in Reading ResearchPart Two: How Increasingly Diversified Populations Change the Game for Readers, Teachers, Leaders, and Reading ResearchersChapter 2: Demographic Realities and Methodological Flexibility in Literacy Teaching and Research by C. Patrick Proctor, Chris K. Chang-BaconChapter 3: Social and Cultural Diversity as Lens for Understanding Student Learning and the Development of Reading Comprehension by Carol D. LeeChapter 4: A Sociocultural Perspective on Readers, Reading, Reading Instruction and Assessment, Reading Policy, and Reading Research by Peter Smagorinsky, Mary Guay, Tisha Lewis Ellison, Arlette I. WillisPart three: How Do Expanding Forms of Texts and Everyday Communication Change the Game for Readers, Teachers, Leaders, and Reading Researchers?Chapter 5: Reading Multiple and Non-Traditional Texts: New Opportunities and New Challenges by Ivar Bråten, Jason L. G. Braasch, Ladislao SalmerónChapter 6: Who reads what, in which formats, and why by Margaret MackeyChapter 7: Digital Reading: A Research Assessment by Naomi S. BaronChapter 8: Multimodal Critical Inquiry: Nurturing Decolonial Imaginaries by Gerald Campano, T. Philip Nichols, Grace D. PlayerPart Four: How Do Expanding Conceptualizations of Readers Change the Gamefor Teachers, Leaders, and Reading Researchers?Chapter 9: The Language for School Literacy: Widening the Lens on Language and Reading Relations by Paola Uccelli, Emily Phillips Galloway, Wenjuan QinChapter 10: Readers' Individual Differences in Affect and Cognition by Emily FoxChapter 11: Continuities Between Early Language Development and Reading Comprehension by Kiren Khan, Laura JusticeChapter 12: What do we know today about the complexity of vocabulary gaps and what do we not know? By Jeannette Mancilla-Martinez, Janna Brown McClainChapter 13: The role of knowledge in understanding and learning from text by Gina N. Cervetti, Tanya S. WrightChapter 14: Defining Deep Reading Comprehension for Diverse Readers by Laura K. Allen, Danielle S. McNamaraPart Five: How Do Expanding Conceptions of Teacher, Reader, and Text Interaction Change the Game for Reading Researchers, Teachers, Leaders, and Policy Makers?Chapter 15: The Joint Development of Literacy and Self-Regulation in Early Childhood: Implications for Research and Practice by Emily C. Hanno, Stephanie M. Jones, Dana C. McCoyChapter 16: Literacy instruction and individual differences in students' cognitive development by Jin Kyoung Hwang, Carol McDonald ConnorChapter 17: Social and Cultural Differences in Reading Development: Instructional Processes, Learning Gains, and Challenges by Allison SkerrettChapter 18: Learning Academic Language, Comprehending Text by Dianna Townsend, Ana Taboada Barber, Hannah CarterChapter 19: High quality classroom language environments promote reading development in young children and older learners by Perla B. GámezChapter 20: Expanding Teaching and Learning with Disciplinary Texts: The Case of Reading and Science by Cynthia Greenleaf, Kathleen HinchmanChapter 21: Literacy Instruction and Digital Innovation: Trends and Affordances for Digital Equity in Classrooms by Silvia Noguerón-Liu, Jayne C. LammersChapter 22: Restorying Critical Literacies by Ebony Elizabeth Thomas, Jane Bean-Folkes, James Joshua ColemanChapter 23: More Connected and More Distant than Ever: Toward a Cosmopolitan Ethics of Digital Literacies by David Sabey, Kevin M. LeanderPart Six: How New Research Methods Change the Game for Reading Researchers and Policy MakersChapter 24: The Use of Video Data in Reading Research by Brian Rowan, Bridget Maher, Mark WhiteChapter 25: Examining the Process of Reading in Media Text Environments: A Methodological Perspective by Byeong-Young ChoChapter 26: How Can Neuroscience Bridge Gaps in Reading Research by Kimberly G. Noble, Katrina R. SimonChapter 27: Qualitative Case Study Methodology Driven by Sociocultural Perspectives by Carmen M. Martínez-RoldánPart Seven: Minding the Gaps: Translating Reading Research as the Game is ChangingChapter 28: Concluding Thoughts from the EditorsContributor Biographies

Elizabeth Birr Moje is Dean of the School of Education, George Herbert Mead Collegiate Professor of Education, an Arthur F. Thurnau Professor, and a Faculty Associate in the Institute for Social Research and Latina/o Studies at the University of Michigan, USA.Peter P. Afflerbach is Professor of Reading in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, USA.Patricia Enciso is Professor of Literacy, Literature, and Equity Studies in the Department of Teaching and Learning at the College of Education and Human Ecology, and Faculty Associate in Latinx Studies, at The Ohio State University, USA. Nonie K. Lesaux is Juliana W. and William Foss Thompson Professor of Education and Society at the Harvard Graduate School of Education, USA.

• Part One: Game Changers in Reading Research: Setting the StageChapter 1: Game Changers in Reading ResearchPart Two: How Increasingly Diversified Populations Change the Game for Readers, Teachers, Leaders, and Reading ResearchersChapter 2: Demographic Realities and Methodological Flexibility in Literacy Teaching and Research by C. Patrick Proctor, Chris K. Chang-BaconChapter 3: Social and Cultural Diversity as Lens for Understanding Student Learning and the Development of Reading Comprehension by Carol D. LeeChapter 4: A Sociocultural Perspective on Readers, Reading, Reading Instruction and Assessment, Reading Policy, and Reading Research by Peter Smagorinsky, Mary Guay, Tisha Lewis Ellison, Arlette I. WillisPart three: How Do Expanding Forms of Texts and Everyday Communication Change the Game for Readers, Teachers, Leaders, and Reading Researchers?Chapter 5: Reading Multiple and Non-Traditional Texts: New Opportunities and New Challenges by Ivar Bråten, Jason L. G. Braasch, Ladislao SalmerónChapter 6: Who reads what, in which formats, and why by Margaret MackeyChapter 7: Digital Reading: A Research Assessment by Naomi S. BaronChapter 8: Multimodal Critical Inquiry: Nurturing Decolonial Imaginaries by Gerald Campano, T. Philip Nichols, Grace D. PlayerPart Four: How Do Expanding Conceptualizations of Readers Change the Gamefor Teachers, Leaders, and Reading Researchers?Chapter 9: The Language for School Literacy: Widening the Lens on Language and Reading Relations by Paola Uccelli, Emily Phillips Galloway, Wenjuan QinChapter 10: Readers' Individual Differences in Affect and Cognition by Emily FoxChapter 11: Continuities Between Early Language Development and Reading Comprehension by Kiren Khan, Laura JusticeChapter 12: What do we know today about the complexity of vocabulary gaps and what do we not know? By Jeannette Mancilla-Martinez, Janna Brown McClainChapter 13: The role of knowledge in understanding and learning from text by Gina N. Cervetti, Tanya S. WrightChapter 14: Defining Deep Reading Comprehension for Diverse Readers by Laura K. Allen, Danielle S. McNamaraPart Five: How Do Expanding Conceptions of Teacher, Reader, and Text Interaction Change the Game for Reading Researchers, Teachers, Leaders, and Policy Makers?Chapter 15: The Joint Development of Literacy and Self-Regulation in Early Childhood: Implications for Research and Practice by Emily C. Hanno, Stephanie M. Jones, Dana C. McCoyChapter 16: Literacy instruction and individual differences in students' cognitive development by Jin Kyoung Hwang, Carol McDonald ConnorChapter 17: Social and Cultural Differences in Reading Development: Instructional Processes, Learning Gains, and Challenges by Allison SkerrettChapter 18: Learning Academic Language, Comprehending Text by Dianna Townsend, Ana Taboada Barber, Hannah CarterChapter 19: High quality classroom language environments promote reading development in young children and older learners by Perla B. GámezChapter 20: Expanding Teaching and Learning with Disciplinary Texts: The Case of Reading and Science by Cynthia Greenleaf, Kathleen HinchmanChapter 21: Literacy Instruction and Digital Innovation: Trends and Affordances for Digital Equity in Classrooms by Silvia Noguerón-Liu, Jayne C. LammersChapter 22: Restorying Critical Literacies by Ebony Elizabeth Thomas, Jane Bean-Folkes, James Joshua ColemanChapter 23: More Connected and More Distant than Ever: Toward a Cosmopolitan Ethics of Digital Literacies by David Sabey, Kevin M. LeanderPart Six: How New Research Methods Change the Game for Reading Researchers and Policy MakersChapter 24: The Use of Video Data in Reading Research by Brian Rowan, Bridget Maher, Mark WhiteChapter 25: Examining the Process of Reading in Media Text Environments: A Methodological Perspective by Byeong-Young ChoChapter 26: How Can Neuroscience Bridge Gaps in Reading Research by Kimberly G. Noble, Katrina R. SimonChapter 27: Qualitative Case Study Methodology Driven by Sociocultural Perspectives by Carmen M. Martínez-RoldánPart Seven: Minding the Gaps: Translating Reading Research as the Game is ChangingChapter 28: Concluding Thoughts from the EditorsContributor Biographies

Elizabeth Birr Moje is Dean of the School of Education, George Herbert Mead Collegiate Professor of Education, an Arthur F. Thurnau Professor, and a Faculty Associate in the Institute for Social Research and Latina/o Studies at the University of Michigan, USA.Peter P. Afflerbach is Professor of Reading in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, USA.Patricia Enciso is Professor of Literacy, Literature, and Equity Studies in the Department of Teaching and Learning at the College of Education and Human Ecology, and Faculty Associate in Latinx Studies, at The Ohio State University, USA. Nonie K. Lesaux is Juliana W. and William Foss Thompson Professor of Education and Society at the Harvard Graduate School of Education, USA.

• Part One: Game Changers in Reading Research: Setting the StageChapter 1: Game Changers in Reading ResearchPart Two: How Increasingly Diversified Populations Change the Game for Readers, Teachers, Leaders, and Reading ResearchersChapter 2: Demographic Realities and Methodological Flexibility in Literacy Teaching and Research by C. Patrick Proctor, Chris K. Chang-BaconChapter 3: Social and Cultural Diversity as Lens for Understanding Student Learning and the Development of Reading Comprehension by Carol D. LeeChapter 4: A Sociocultural Perspective on Readers, Reading, Reading Instruction and Assessment, Reading Policy, and Reading Research by Peter Smagorinsky, Mary Guay, Tisha Lewis Ellison, Arlette I. WillisPart three: How Do Expanding Forms of Texts and Everyday Communication Change the Game for Readers, Teachers, Leaders, and Reading Researchers?Chapter 5: Reading Multiple and Non-Traditional Texts: New Opportunities and New Challenges by Ivar Bråten, Jason L. G. Braasch, Ladislao SalmerónChapter 6: Who reads what, in which formats, and why by Margaret MackeyChapter 7: Digital Reading: A Research Assessment by Naomi S. BaronChapter 8: Multimodal Critical Inquiry: Nurturing Decolonial Imaginaries by Gerald Campano, T. Philip Nichols, Grace D. PlayerPart Four: How Do Expanding Conceptualizations of Readers Change the Gamefor Teachers, Leaders, and Reading Researchers?Chapter 9: The Language for School Literacy: Widening the Lens on Language and Reading Relations by Paola Uccelli, Emily Phillips Galloway, Wenjuan QinChapter 10: Readers' Individual Differences in Affect and Cognition by Emily FoxChapter 11: Continuities Between Early Language Development and Reading Comprehension by Kiren Khan, Laura JusticeChapter 12: What do we know today about the complexity of vocabulary gaps and what do we not know? By Jeannette Mancilla-Martinez, Janna Brown McClainChapter 13: The role of knowledge in understanding and learning from text by Gina N. Cervetti, Tanya S. WrightChapter 14: Defining Deep Reading Comprehension for Diverse Readers by Laura K. Allen, Danielle S. McNamaraPart Five: How Do Expanding Conceptions of Teacher, Reader, and Text Interaction Change the Game for Reading Researchers, Teachers, Leaders, and Policy Makers?Chapter 15: The Joint Development of Literacy and Self-Regulation in Early Childhood: Implications for Research and Practice by Emily C. Hanno, Stephanie M. Jones, Dana C. McCoyChapter 16: Literacy instruction and individual differences in students' cognitive development by Jin Kyoung Hwang, Carol McDonald ConnorChapter 17: Social and Cultural Differences in Reading Development: Instructional Processes, Learning Gains, and Challenges by Allison SkerrettChapter 18: Learning Academic Language, Comprehending Text by Dianna Townsend, Ana Taboada Barber, Hannah CarterChapter 19: High quality classroom language environments promote reading development in young children and older learners by Perla B. GámezChapter 20: Expanding Teaching and Learning with Disciplinary Texts: The Case of Reading and Science by Cynthia Greenleaf, Kathleen HinchmanChapter 21: Literacy Instruction and Digital Innovation: Trends and Affordances for Digital Equity in Classrooms by Silvia Noguerón-Liu, Jayne C. LammersChapter 22: Restorying Critical Literacies by Ebony Elizabeth Thomas, Jane Bean-Folkes, James Joshua ColemanChapter 23: More Connected and More Distant than Ever: Toward a Cosmopolitan Ethics of Digital Literacies by David Sabey, Kevin M. LeanderPart Six: How New Research Methods Change the Game for Reading Researchers and Policy MakersChapter 24: The Use of Video Data in Reading Research by Brian Rowan, Bridget Maher, Mark WhiteChapter 25: Examining the Process of Reading in Media Text Environments: A Methodological Perspective by Byeong-Young ChoChapter 26: How Can Neuroscience Bridge Gaps in Reading Research by Kimberly G. Noble, Katrina R. SimonChapter 27: Qualitative Case Study Methodology Driven by Sociocultural Perspectives by Carmen M. Martínez-RoldánPart Seven: Minding the Gaps: Translating Reading Research as the Game is ChangingChapter 28: Concluding Thoughts from the EditorsContributor Biographies