Inviting teachers back to the role of reflective advocates for thoughtful reading instruction, this book presents theory and pedagogical possibilities to reclaim and build upon the knowledge base that was growing when government mandates, scripted commercial programs, and high stakes tests took over as the dominant agenda for reading instruction in U.S. public schools. Focusing on literacy learners' and their teachers' lives as literate souls, it examines how the teaching of reading can be reclaimed via an intensive reconsideration of five pillars as central to the teaching and learning of reading: learning, teaching, curriculum, language, and sociocultural contexts. "Reclaiming Reading" articulates the knowledge base that was marginalized or disrupted by legislated and policy intrusions into classrooms and provides practical examples for taking good reading instruction out of the cracks and moving it back to the center of the classroom. Explaining what happens in readers' minds as they read and how teachers can design practices to support that process, this book encourages teachers to initiate pedagogy that will help them begin or return to the stance of reflective, knowledgeable, professional decision-makers. This book contains the following chapters and chapter extensions: (1) Reclaiming Reading is a Political Act (Richard J. Meyer and Kathryn F. Whitmore); (2) Learning to Read: A Comprehensive Model (Kenneth S. Goodman and Yetta M. Goodman); Chapter 2 Extension: Goodman 2.0 (Richard J. Meyer and Bess Altwerger); (3) Revaluing Readers and Reading: Learning from the "Mighty Readers" (Prisca Martens and Michelle Doyle); Chapter 3 Extension: Extending and Expanding Retrospective Miscue Analysis (Carol Gilles and Debra Peters); (4) Where Do We Go From Here?: From Miscues to Strategies (Dorothy Watson); Chapter 4 Extension: Conversations: From Miscues to Strategies (M. Ruth Davenport); (5) Deciding to Use Real Books: The Higher Power of Lucky (Renita Schmidt); Chapter 5 Extension: Real Books: Including LGBTQ Literature (Rose Casement); (6) Teaching Strategies that Revalue ELL Readers: Retrospective Miscue Analysis (Koomi Kim and Yetta M. Goodman); Chapter 6 Extension: Scaffolding Young Children to Value Themselves as Readers (Carol Lauritzen); (7) The Realities of Conferring with Young Adolescent Readers (Jennifer Wilson and Kristen Gillaspy); Chapter 7 Extension: Conferring with Elementary Readers (Allen Koshewa); (8) When an Old Technology (Storytelling) Meets a New One (Digital Photography): Changing the Face of Local Literacy Practices (Jane Baskwill); Chapter 8 Extension: Redefining What Counts as Literacy to Include Family and Community Resources (Corey Drake and Lori Norton-Meier); (9) Developing Intercultural Understandings through Global Children's Literature (Kathy G. Short and Lisa Thomas); Chapter 9 Extension: Rethinking Cultural Authenticity in Global Literature: A Korean Example (Yoo Kyung Sung with Richard J. Meyer); (10) Invitations: Tools for Thought and Action (Katie Van Sluys and Tasha Tropp Laman); Chapter 10 Extension: Reading the World through Moodles and Wordles and Digital Texts (Kathryn Mitchell Pierce and Edward Kastner); (11) Visual Discourse Analysis: What's Critical about Pictures, Anyway? (Peggy Albers); Chapter 11 Extension: Seamlessly Art (Jerome C. Harste); (12) Valuing Home Language to Support Young Bilingual Children's Talk about Books (Jeanne Gilliam Fain and Robin Horn); Chapter 12 Extension: Reclaiming Language as a Community Text (Andrea Garcia and Kathryn F. Whitmore); (13) Bilingual Books: Bridges to Literacy for Emergent Bilinguals (Yvonne Freeman, David Freeman, and Ann Ebe); Chapter 13 Extension: Emergent Bilingual Learners Engaging in Critical Discussions (Carmen Martinez-Roldan); (14) Reclaiming Play: Reading Toys as Popular Media Texts (Karen Wohlwend and Pam Hubbard); Chapter 14 Extension: Reading Tags as Texts (Debe Smith); (15) Critical Literacy Goes Digital: Exploring Intersections between Critical Literacies and New Technologies with Young Children (Vivian Vasquez and Carol Felderman); Chapter 15 Extension: The Reading-Writing Connection in Video Production (Chuck Jurich and Richard J. Meyer); and (16) Reclaiming Joy: Spaces for Thinking and Action (Richard J. Meyer and Kathryn F. Whitmore).