Tim Pressley, PhD, is Associate Professor of Psychology at Christopher Newport University, where he is also a faculty member in the Master of Arts in Teaching program and the Center for Education Research and Policy. Before receiving his doctorate, Dr. Pressley was an elementary school teacher, and giving teachers a voice on issues affecting their lives has been a driving force behind his research. Currently his research focuses on the impact of COVID-19 on teachers, teacher effectiveness, and teacher burnout. His work has been published in leading education journals. Dr. Pressley is coauthor of Reading Instruction That Works, Fifth Edition, and Lessons of the Pandemic: Disruption, Innovation, and What Schools Need to Move Forward.

Richard L. Allington, PhD, is Professor of Literacy Studies in the Department of Theory and Practice in Teacher Education at the University of Tennessee. He has published over 150 articles, chapters, and books, and has twice received the Albert J. Harris Award from the International Literacy Association (ILA) for an outstanding contribution to the understanding of the prevention or assessment of reading disabilities. Dr. Allington has served as president of both the ILA and the Literacy Research Association. He is a member of the Reading Hall of Fame.

Michael Pressley, PhD, until his death in 2006, was University Distinguished Professor, Director of the Doctoral Program in Teacher Education, and Director of the Literacy Achievement Research Center at Michigan State University. An expert on effective elementary literacy instruction, he was the author or editor of more than 300 journal articles, chapters, and books. Dr. Pressley was a recipient of the E. L. Thorndike Award from Division 15 of the American Psychological Association, the highest award given for career research accomplishment in educational psychology.

Introduction to the Fifth Edition, Tim Pressley
Introduction to the Fourth Edition, Richard L. Allington
Introduction to the Third Edition, Michael Pressley
1. Skills-Emphasis, Meaning-Emphasis, and Scientifically Based Balanced Reading Instruction
2. Skilled Reading
3. Children Who Experience Problems in Learning to Read
4. Before Reading Words Begins
5. Learning to Recognize Words
6. Fluency
7. Vocabulary
8. The Need for Increased Comprehension Instruction
9. Reading Instruction for Emergent Bilinguals, Ana Taboada Barber
10. Expert Literacy Teaching in the Primary Grades, Ruth Wharton-McDonald
11. Motivation and Literacy
12. Concluding Reflections
Author Index
Subject Index