ABSTRACT
Our charge was to construct an interpretive analysis of trends in reading research in the United States. We wanted to distinguish historically and currently contending issues in school-based literacy and understand the interplay between reading and writing research and theoretical perspectives, teaching practices, and school policies. What are the intellectual currents that flow through and shape our perspectives and how have they changed, changed us, and changed our actions over time? And, of course, we wanted to frame answers to these questions differently from our predecessors in order to offer a fresh view of the past and to project a future that honors the past but is not bounded by it.
