Contents: Series Preface. Preface. Part I:Case Studies and Reactions. Teaching Reading Via Direct Systematic Instruction (Penny). A New Teacher Learns About Teaching Reading and Culture (Sylvia). A Teacher-Constructed Whole Language Program (Kendra). Critical Literacy in an Urban Middle School (Janesse). Part II:Public Arguments: Three Views of the Reading Process and Instruction. Teachers of Reading as Decision-Makers. Direction Instruction View of the Reading Process and Instruction. Whole Language View of the Reading Process and Instruction. Critical Literacy View of the Reading Process and Instruction. Afterthoughts on the Three Views. Part III:A Final Argument, and Some Suggestions and Resources for Further Reflection. Decision-Making and Teacher Development. Teachers Face Dilemmas and Make Decisions. Considerations for Reading and Teaching. Some Suggestions. Conclusion. References/Resources.