Reading instruction in the elementary classroom calls for a deepened knowledge of content and knowledge of learners. When students enter into today's classrooms, they enter with differing levels of reading experiences, reading development, and knowledge of print. Although these differences exist amongst the students, the one commonality that must be recognized is that elementary schools and elementary teachers are the foundation for providing students with a comprehensive academic experience in reading. At the forefront of accomplishing this, is insuring that all teachers particularly beginning teachers are prepared for professional practice and the rigors of the adaptive nature of teaching reading. By examining beginning teachers' experiences teaching reading, new insights can be gained on the professional needs of novice educators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]