Table: What's Hot, What's Not

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	What’s Hot	What’s Not	Should Be Hot	Should Not Be Hot
Adolescent literacy	* *		* * *
Comprehension	* *		* * *
Critical literacy/reading		* *	* *
Direct/explicit instruction	* *			*
Early intervention	* *		* *
English as a second language/ English-language learners	* *		* * *
Family literacy		* *	* *
Fluency	* *		* *
Gender issues in literacy		* *		*
Guided reading		*		*
High-stakes assessment	* *		*
Informational texts	* *		* *
Literacy coaches/reading coaches	* *		* *
Literature-based instruction		* *	*
Motivation		* *	* *
Multicultural literature		* *	* *
Phonemic awareness	*			*
Phonics	* *			*
Political/policy influences on literacy	* *			*
Preschool literacy instruction	* *		* *
Reading/learning disabilities		*	* *
Scientific evidence-based reading research and instruction	* *		*
Struggling readers (grade 3 and above)	*		* * *
Teacher education for reading		*	* *
Technology		*	* *
Word meaning/vocabulary	* *		* *
Writing		* *	* * *
KEY: * Indicates that more than 50 percent of the respondents were in agreement * * Indicates that more than 75 percent of the respondents were in agreement *** * *** Indicates that all the respondents were in agreement
SOURCE: International Reading Association

Table: What’s Hot, What’s Not