Written for language educators, this volume about reading and research suggests that the theory-practice and research-teaching gaps are dysfunctional and calls for a collaborative pedagogy between colleges and schools to develop a practical theory of reading instruction. In the opening article, Jerome Harste discusses issues that emerged from sitting in special education classrooms observing reading instruction. The second section, "Classroom Insights," contains the following articles: "Curriculum as Theory Driven: Insights from Six Classrooms" (Diane Stephens and Jean Anne Clyde); "Literacy: What Messages Are We Sending?" (Deborah Wells Rowe); "Legitimizing Teachers' Insights" (Sharon Snyder); "Reading Comprehension Instruction: Cause for Reflection" (Barbara Roberts); and "The Value of Reflexivity" (Mark Gabehart). Section three contains an analysis and synthesis of special education reading materials, as well as suggestions for improvement by Avon Crismore, while in the last section Jerome Harste discusses issues raised and suggests 21 policy guidelines for curricular change. (EL)