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| About the Editors | |
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| About the Contributors | |
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| Foreword | |
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| A Tribute to G. Reid Lyon | |
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| Acknowledgments | |
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| Overview | |
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| Contributions to Evidence-Based Research | |
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| The Big Picture: Where We Are Nationally on the Reading Front and How We Got Here | |
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| Reading Research that Provides Evidence: The Methods | |
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| Why Scientific Research? The Importance of Evidence in Changing Educational Practice | |
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| Scientifically Based Educational Research: Questions, Designs, and Methods | |
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| The Importance of Longitudinal Research for Early Intervention Practices | |
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| What Is a Meta-Analysis and How Do We Know We Can Trust It? | |
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| Clinical Trials as a Model for Intervention Research Studies in Education | |
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| Evidence-Based Practices that Teachers Are Asked to Implement | |
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| Teaching Phonemic Awareness and Phonics: An Explanation of the National Reading Panel Meta-Analyses | |
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| What Do We Know About Fluency? Findings of the National Reading Panel | |
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| Vocabulary and Comprehension Instruction: Summary and Implications of the National Reading Panel Findings | |
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| Critiques of the National Reading Panel Report: Their Implications for Research, Policy, and Practice | |
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| Reading Research Evidence in the Classroom | |
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| Science, Language, and Imagination in the Professional Development of Reading Teachers | |
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| How Teachers Allocate Time During Literacy Instruction in Primary-Grade English Language Learner Classrooms | |
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| Motivating Students to Read: Evidence for Classroom Practices that Increase Reading Motivation and Achievement | |
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| Lessons Learned from Research on Interventions for Students Who Have Difficulty Learning to Read | |
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| Neuroimaging and Brain Research | |
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| Functional Brain Imaging: An Introduction to Concepts and Applications | |
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| Neurobiologic Basis for Reading and Reading Disability | |
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| Policy and Research: Where Are We Today and Where Are We Going? | |
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| Where Does Policy Usually Come From and Why Should We Care? | |
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| The Accumulation of Evidence: A Continuing Process | |
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| Closing Comments from G. Reid Lyon | |
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| Index | |