Volume 27 e Number 3 e 2011 CONTENTS Research on Teacher Quality: Improving Reading and Writing Instruction Research on Teacher Quality: Improving Reading and Writing Instruction William H. Rupley Conceptually and Methodologically Vexing Issues in Teacher Knowledge Assessment D. Ray Reutzel, Janice A. Dole, Sylvia Read, Parker Fawson, Kerry Herman, Cindy D. Jones, Richard Sudweeks, and Jamison Fargo First-Grade Teachers’ Response to Three Models of Professional Development in Reading Joanne F. Carlisle, Kai Schnabel Cortina, and Lauren A. Katz Examining the Impact of Teacher Quality on Fourth-Grade Students’ Comprehension and Content-Area Achievement Angela Hairrell, William H. Rupley, Meaghan Edmonds, Ross Larsen, Deborah Simmons, Victor Willson, Gienda Byrns, and Sharon Vaughn INDIVIDUAL ARTICLE Building and Rebuilding a Statewide Support System for Literacy Coaches Sharon Walpole, Michael C. McKenna, and Julie K. Morrill Volume 27 e Number 4 e 2011 CONTENTS Examining the Trajectory of Differentially Skilled First Graders’ Reading Fluency of Words in Isolation and in Context Francesca A. Lépez, Sandra S. Thompson, and Doris Walker-Dalhouse Identifying At-Risk Students for Early Reading Intervention: Challenges and Possible Solutions Athena Lentini McAlenney and Michael D. Coyne Preparing English Language Learners for the Mainstream: Academic Language and Literacy Practices in Two Junior High School ESL Classrooms Megan Madigan Peercy Annual Contents Listing