Contents: Preface. Part I: Perspectives on Language, Literacy, and Diversity. E.R. Silliman, K.G. Butler, G.P. Wallach, The Time Has Come to Talk of Many Things. B.K. Keogh, Research on Reading and Reading Problems: Findings, Limitations, and Future Directions. A.G. Kamhi, H.W. Catts, The Language Basis of Reading: Implications for Classification and Treatment of Children With Reading Disabilities. C. Westby, Beyond Decoding: Critical and Dynamic Literacy for Students With Dyslexia, Language Learning Disabilities (LLD), or Attention Deficit-Hyperactivity Disorder (ADHD). E.R. Silliman, R.H. Bahr, L.C. Wilkinson, C.R. Turner, Language Variation and Struggling Readers: Finding Patterns in Diversity. Part II: The Classroom as Context--New Instructional Directions. M. Blank, Classroom Discourse: A Key to Literacy. C.A. Stone, Promises and Pitfalls of Scaffolded Instruction for Students With Language Learning Disabilities. S. Graham, K. Harris, The Road Less Traveled: Prevention and Intervention in Written Language. C.M. Scott, A Fork in the Road Less Traveled: Writing Intervention Based on Language Profile. M.L. Donahue, "Hanging With Friends": Making Sense of Research on Peer Discourse in Children With Language and Learning Disabilities. P.A. Prelock, Communicating With Peers in the Classroom Context: The Next Steps. J.J. Masterson, K. Apel, L.A. Wood, Technology and Literacy: Decisions for the New Millennium. Part III: Legal and Policy Issues in Special Education and Postsecondary Education. A.G. Osborne, Jr., Legal, Administrative, and Policy Issues in Special Education. D.E. Battle, Legal Issues in Serving Postsecondary Students With Disabilities.