Mark Sadoski, PhD, is Professor and Distinguished Research Fellow in the College of Education and Human Development at Texas A&M University. He holds joint appointments in the Department of Teaching, Learning, and Culture, and the Department of Educational Psychology. He was a classroom teacher and reading clinician in the public schools for 13 years, serving K-12 and adult education, before entering academia full-time. He has published widely in top literacy journals and has served on several editorial boards. Dr. Sadoski speaks widely at professional conferences and as a private consultant. His professional interests include curriculum, instruction, and assessment in classroom and clinic, and the psychology of literacy.

We have adopted Conceptual Foundations of Teaching Reading for use with preservice secondary teachers. The text provides a cogent, research-based explanation of the reading process and instructional approaches. It includes a review of the history of reading instruction and a discussion of the current status of the field. This essential information serves as the foundation for content-area reading and writing, the major thrust of instruction in our secondary literacy course.--Ruth H. Freeman, PhD, Coordinator of Literacy Instruction, Madonna UniversityThis book presents a comprehensive picture of the 'whys,' 'whats,' and 'hows' of reading instruction. The essential components of teaching reading are presented within a highly understandable framework. Most importantly, the reader gains the knowledge needed to make informed decisions about his or her own teaching practices.--Diana Quatroche, PhD, School of Education, Indiana State UniversityIn clear and concise prose, Sadoski provides an historical overview of ideas in the teaching and learning of reading and offers both novice and experienced educators a valuable conceptual framework for organizing their understandings. The book is structured around four essential questions: why, what, how, and how well we teach. It encourages the creativity and professionalism of reading teachers in developing thoughtful, balanced approaches that meet the current and future needs of all their students--without leaving the mistaken impression that a balanced approach is either a haphazard collection of methods or a uniform, 'best method' approach across contexts.--Karla J. Möller, PhD, University of Illinois at Urbana-ChampaignThis book is a first: it maps the empirical and theoretical foundations for teaching reading, both conceptually and chronologically. Sadoski does his mapping of the field by sketching a 'big picture' view of the terrain, showing what an interesting and complex picture it continues to be. From start to finish, this book presents a fresh and comprehensive view of the field.--Douglas K. Hartman, PhD, University of Pittsburgh- [A] valuable resource for educators attempting to understand how reading is currently taught and conceptualized through various approaches and practices. Educators should finish the book feeling affirmed about where their practices fit in historically and methodologically. Beyond this, though, Sadoski has achieved something better: he has provided practitioners and researchers alike with a conceptual overview so clearly and lucidly written, this reviewer regards the opportunity to delve into the book again and to use it as a future resource with nothing less than pleasure. --English Quarterly, 4/24/2004ƒƒ By presenting a clear and organized conceptual map of essential concepts, the author challenges teachers to create a balanced program based on established and well-researched practices that address decoding, comprehension, and response. A must for both beginning and continuing elementary teachers. --Curriculum Connections, 4/24/2004

• Preface and Acknowledgments1. Introduction, Background, and Structure of This Book2. A Brief History of Teaching Reading3. Why? The Goals of Teaching Reading4. What? The Fundamental Competencies of Reading5. How? I: Basic Teaching and Learning Approaches6. How? II: A Map of the Territory7. How? III: Exemplars of a Balanced Approach8. How Well? The Status of Reading Achievement and Its Teaching