TWO RESEARCHERS, frequent collaborators on studies of policy for learners at-risk of school failure, talk about what they learned about teaching reading- appropriate instructional texts, for example- from studies conducted during the past century. They identify themes what were significant at various points in time that have surfaced again as the century comes to a close, such as the need to evoke and define scientific inquiry in reading by the research community. As researchers look to the future, they discuss their view on particular policy instruments, namely, school choice, teacher development and mandated instructional materials , as strategies for building school capacity for teaching reading to learners at-risk in the new millennium.
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