Comprehensive reading instruction across the grade levels is necessary for our schools to produce a literate population, although defining the concept has proven complicated for researchers, teacher educators, and classroom teachers alike. Based on papers presented at the Association's Reading Research 2001 Conference of the same name, this volume provides snapshots of comprehensive reading instruction, highlights gaps in the knowledge base, and serves as an impetus to further investigation. This collection provides a wide range of perspectives about a variety of topics relevant to reading instruction at each stage of children's development. It also discusses areas of reading education in which more research is necessary.