Frames the author-reader-text relationships in terms of contractual agreements. Explores the nature of these contracts and what they entail for authors, readers, and those involved in teaching reading and writing. (RL)

"If at first you don't succeed, try, try again." This is a well-known adage with which many are familiar. Children learn it from an early age as they begin to walk, ride their bike, or tie their shoes. Adults repeatedly encourage children by saying, "You can do it! Give it a try! Just try harder!" However, when trying harder…

Describes a workshop for parents of children enrolled in a four-week summer reading program for struggling readers. Discusses parents' views about literacy, their questions about a singular instructional focus, and their situation in the larger literacy community. Notes that radical change did not occur during the program. Argues that parents need…

Differs with those who respond to boys lagging behind girls in literacy by making more space in literacy curricula for reading and writing practices favored by boys. Looks at patterns of gender differentiation. Argues that, since reading gives access to other, wider ways of being, educators need curricula and assessment procedures that enable all…