Abstract

The opportunity to prepare a chapter for the Handbook of Reading Research is—at once—daunting and invigorating. In the process of crafting a chapter for this volume, authors join intellectual forerunners in representing and shaping that portion of the field that has been placed in their care. For us, those forerunners include Johnston and Allington (1991), Wixson and Lipson (1991), and Klenk and Kibby (2000), each of whom provided well-crafted historical accounts of policy as well as descriptions of instructional interventions for students identified as learning disabled or requiring remedial reading instruction.