This collection of 9 papers from the International Reading Association's Reading Research 2001 Conference (RR2001) addresses comprehensive reading instruction across the grade levels. The introduction, "How Will We Develop the Concept of Comprehensive Reading Instruction Across Grade Levels?," notes that five quandaries arose in the discussion of comprehensive reading instruction: comprehensiveness; development; motivation; differences; and time. The papers in the book are: (1) "Early Reading Development in a Young Bilingual" (Eurydice Bouchereau Bauer); (2) "Enhancing Emergent Literacy with Spanish-Speaking Preschoolers in the Inner City: Overcoming the Odds" (David B. Yaden, Jr. and Danny Brassell); (3) "Incorporating Informational Text in the Primary Grades" (Nell K. Duke, V. Susan Bennett-Armistead, and Ebony M. Roberts); (4) "Linking Reading Assessment and Instruction in Elementary Grades" (Scott G. Paris); (5) "Balanced Literary Instruction: Addressing Issues of Equity" (Kathryn H. Au); (6) "Formulating a Research Agenda about 'Reading for Understanding'" (RAND Reading Study Group: Catherine Snow, Chair; Anne P. Sweet, Donna E. Alvermann, Michael L. Kamil, and Dorothy S. Strickland); (7) "Toward an Understanding of the Development of Reading Comprehension Instruction Across Grade Levels" (Patricia L. Anders); (8) "Text Comprehension: The Role of Activity Theory in Navigating Students' Prior Knowledge in Content Teaching" (Thomas W. Bean); and (9) "Adolescent Literacy for All Means Forming Literate Identities" (David W. Moore). An afterword by Cathy M. Roller concludes the book. An author index and subject index are also included. (PM)