Reflecting diversified views, this National Reading Conference yearbook contains 45 articles in the field of literacy theory and research. Articles and their authors include: "The Myth of Teaching" (J. V. Hoffman); "Reading-Writing Connections: The Relations among Three Perspectives" (T. Shanahan and R. J. Tierney); "Motivated Literacy" (M. M. McCaslin); "The Effect of Reader Stance on Students' Personal Understanding of Literature" (J. E. Many); "Joining the Debate: Researchers and Reading Education Curriculum" (P. Shannon); "The NRC Yearbooks Database" (R. S. Baldwin and others); "The Curricular Experiences of At-Risk First Graders in Programs Designed to Promote Success" (M. Lindsey); "Teachers' Developing Insights about the Use of Children's Literature for Language and Literacy Growth" (J. V. Hoffman); "Becoming a Teacher of Literacy: Novice Whole Language Teachers in Conventional Instructional Environments" (N. Padak and O. G. Nelson); "The Effects of Structural Factors of Expository Texts on Teachers' Judgments of Writing Quality" (B. E. Cox); "A Longitudinal Study of Preservice Teachers' Knowledge Structures" (B. A. Herrmann); "Shared Book Reading in an Early Start Program for At-Risk Children" (J. M. Mason and others); "Effect of Early Literacy Intervention on Kindergarten Achievement" (L. M. Phillips and others); "Parents' Perceptions of Children's Reading and Writing Development in a Whole-Language Kindergarten Program" (B. J. Bruneau and others); "A Syllabic-Unit Approach to Teaching Decoding of Polysyllabic Words to Fourth- and Sixth-Grade Disabled Readers" (J. Shelfelbine); "The Influence of Phonics Instruction on Spelling Progress" (L. Nelson); "Assessing Children's Inferencing Strategies" (S. B. Neuman); "Developing Low-Performing, Fourth-Grade, Inner City Students' Ability to Comprehend Narrative" (J. H. Mosenthal); "Lexical Cohesion in Comprehension and Composition: A Synthesis of Research Issues" (R. B. Speaker, Jr. and others); "The Construction of Narratives by Good and Poor Readers" (R. M. Weber); "Interactive Teaching and Learning: Facilitating Learning Disabled Students' Transition From Novice to Expert" (M. A. Gallego and others); "What Determines Course Achievement? An Investigation of Several Possible Influences on Academic Outcomes" (A. J. Pace and others); "A Descriptive Analysis of Good Readers' and Writers' Concepts of Authorship at Grades One, Three and Five" (R. J. Nistler); "Constructing Conversation: Peer Responses to Student Writing" (S. J. McCarthey); "Early Literacy Strategies: Activities Represented in Current Basal Readers" (L. M. Morrow and R. Parse); "Types of Writings Included in Basal Reading Programs, Kindergarten through Second Grade: An Investigation of Changes from 1983 to 1989" (J. Flood and D. Lapp); and "Reading Strategies of Marginally Literate Workers: A Case Study" (V. H. Denny). (MG)