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Harvard Educational Review said of the First Edition..."Casts a new light on early instruction in reading.... These useful insights and theories about beginning reading have implications that go beyond research.…[they] have practical implications for teaching as well."
Praise for the New Edition!
"As I reread this book for its second edition, I realized how much this study has become embedded in my thinking today."
—From the Foreword by Deborah Meier
"This analysis, which examines stylistic differences among children as they learn to read, deserves attention from the research and teaching community."
—Susan B. Neuman, Director of the Center for the Improvement of Early Reading Achievement
"This book makes profound contributions to our understanding of early literacy, largely through giving us delicious descriptions of children as they learn to read….a classic."
—Eleanor Duckworth, Professor of Education, Harvard University
"What a pleasure to reacquaint myself with this wonderful volume! It is a delightful intellectual experience to look at reading from the ‘inside-out,’ accounts that describe reading through the eyes of students and teachers."
—P. David Pearson, John A. Hannah Professor of Education, College of Education, CoDirector, CIERA, Michigan State University
In this updated edition of the landmark study on early reading, the authors place the story within the context of subsequent developments in reading research and assessment practices. Teachers as co-investigators and everyday classroom events remain at the heart of this classic book.
