Patricia L. Anders is Professor, Department of Language, Reading and Culture, College of Education, University of Arizona.

• Foreword, Carole Edelsky Preface Acknowledgments 1. The Goodman Legacy—Forty Years of Literacy Research, Pedagogy and Profundity, W. Dorsey Hammond 2. Towards a Sociopsychoneurolinguistic Model of Reading, Steven L. Strauss 3. All Language Understanding is a Psycholinguistic Guessing Game, T. G. Bever 4. The Goodman/Smith Hypothesis, the Input Hypothesis, the Comprehension Hypothesis, and the (Even Stronger) Case for Free Voluntary Reading, Stephen Krashen 5. 21 Notes in Search of Growing Up an Author - Or Not, David Bloome and George Newell 6. Reading and Reigning: Theories of Learning to Read as Political Objects, Ray McDermott and Perry Gilmore 7. Coffee Cups, Frogs, and Lived Experience, Bertram C. Bruce 8. From Learning as Habit-Formation to Learning as Meaning-Making: How Harry Pope Changed My (Professional) Life, Brian Cambourne 9. Creating Curriculum, Jerome C. Harste and Kathy G. Short 10. Is "Coaching" A Dangerous Metaphor for Teaching and Reading Teacher Education?, James V. Hoffman and Gerald L. Duffy 11. Learning from Young Bilingual Children’s Explorations of Language and Literacy at Home, Iliana Reyes 12. The Sociopsychogenesis of Literacy & Biliteracy: How Goodman’s Transactional Theory of Reading Proficiency Impacts Biliteracy Development, Barbara M. Flores 13. Knowing and Doing Well in the Creation and Interpretation of Reading Assessments: Towards Epistemic Responsibility, Sharon Murphy 14. Miscue Analysis as a Tool for Advancing Literacy Policy and Practice, Bess Altwerger and Nancy Rankie Shelton 15. Perspectives on Assessment: Reflections On and Directions from Goodman, Robert J. Tierney 16. We’ve Always Considered Our Work Political, Patrick Shannon 17. An Endangered Species Act for Literacy Education, P. David Pearson 18. Essay Review: Revolutionary Reading, Henrietta DombeyContributors