ABSTRACT
Literacy instruction has always been a topic of great interest and, often, heated debate among educators. The past 15 years are no exception. During this time we have seen a number of important publications reviewing the research about literacy acquisition and instruction (e.g., Adams, 1990; Snow, Burns, & Griffin, 1998). Federal agencies, such as the U.S. Department of Education, have invested millions of dollars in basic and applied research about literacy instruction and reading disabilities. Policy papers (e.g., Learning First Alliance, 1998) have promulgated recommendations to guide literacy instruction, and federal education goals seek to guarantee literacy to all our nation’s students.
