Sharing concerns and interests of New York State educators in the improvement of literacy, this annual journal raises educational issues such as appropriate, effective instruction and assessment for all of New York's children. A central thread found in many of the articles is the importance of authenticity and inclusion. A second strand reflects classroom and college educators' experiences with effective instruction. Articles in the journal are "An Introduction to Clarence Page" (Dorothy R. Troike); "Black Voice Adds Richness to a Maligned Class" (Clarence Page); "Making Connections, Opening Minds: An Author's Perspective" (Betsy Maestro); "Making Connections, Opening Minds: An Illustrator's Perspective" (Giulio Maestro); "P.S. 272: A Work in Progress" (David N. Berg); "Access to Books: Variations in Schools and Classrooms" (Richard Allington and others); "Making and Sharing Meaning: The Power of Response Journals" (Elizabeth Forbes Stever); "A Look Back: Page's 1845 Normal Chart as the Foundation for Teaching Reading" (Rose-Marie Weber); "Portraits of Success: Two Students in Reading Recovery" (Susan Stoya); "Authenticity and Literature in the Multicultural Classroom: What Are the Issues?" (Brenda M. Greene); "A Celebration of Multiple Realities" (M. Priscilla Myers); "Diversity Expressed and Experienced through Poetry" (Rose Reissman); "Women's Literature and Voice: Implications for Girl's Reading and Writing in the Classroom" (Brett Elizabeth Blake); "'Teacher Talk'--Ethnographic Perspectives on Classroom Language" (Michael L. Walker); "Reader Response: It's Okay to Talk in the Classroom!" (Kenneth Weiss and others); "The Usefulness of Portfolios in Teacher Education" (Rebecca Rich and Sylvia Blake); and "Envisioning Literacy in a Diverse World: Literacy Development and the Power of Social Independence" (Dolores Gaunty-Porter). Most papers contain references. (RS)