The last 25 years have seen tremendous advances in the study of psychological processes in reading. Our growing body of knowledge on the reading process and reading acquisition has applications to such important problems as the prevention of reading difficulties and the identification of effective instructional practices. This volume summarizes the gains that have been made in key areas of reading research and provides authoritative insights on current controversies and debates. From one of the most accomplished and widely cited scholars in the field, the volume is divided into seven parts. Each part begins with a new introductory chapter presenting up-to-date findings on the topic at hand, followed by one or more classic papers from the author's exemplary research program. Significant issues covered include phonological processes and context effects in reading, the "reading wars" and how they should be resolved, the meaning of the term "dyslexia," and the cognitive effects and benefits of reading.

Teachers can access 30 lessons organized by text complexity, reproducible forms, assessments, and a bank of engagement tools. These lessons can be used across the year as a warm up to a whole-class novel, to augment a core reading program, to challenge capable readers and bring striving readers in to rich yet accessible reading experiences.

"Learn to Read Greek"""is a text and workbook for students beginning the study of Ancient Greek. It is the companion volume to the authors' "Learn to Read Latin, "published in 2004. Like its Latin predecessor, it has a grammar-based approach and is intended for students who have a serious interest in learning the language. The text and workbook include carefully chosen vocabularies and extensive vocabulary notes; clear and complete presentations of all necessary morphology and syntax; large numbers of drills and drill sentences; and abundant unabridged sample passages""from a variety of Greek authors and texts.