First and foremost, we are grateful to the teachers and students in whose classrooms we conducted the research reported in this book. Several of the teachers and students spent a great deal of time with us, discussing classroom events and our research, offering insights and perspectives.
We acknowledge our debt to JoBeth Allen, Donna Alvermann, and David Reinking, who have been generous with their feedback, time, and patience. We are especially appreciative of JoBeth Allen's commentary on an early version of this book. We also received comments from members of the National Reading Conference who attended a session where we presented an early version of the book. Similarly, we received helpful feedback from members of the National Conference on Research in Language and Literacy (NCRLL) at a session sponsored by NCRLL specifically for that purpose. We also acknowledge comments from anonymous reviewers for the publisher, Lawrence Erlbaum Associates, Inc. Naomi Silverman, of Lawrence Erlbaum Associates, Inc., was a joy to work with; we appreciated her professionalism, her feedback on the book, and her helpful directions.
We greatly benefited from feedback from the members of a writing workshop held during the summer of 2002 at Vanderbilt University. The members included Ayanna Brown, Jorie Henriksen, Chris Iddings, Evette Meliza, Christine Stenson, and Cynthia Williams. We also acknowledge the helpful feedback we received from Laurie Katz.
We express our thanks to Julie Justice, Suchie Bhattacharyya, Samara Madrid, Anna Mallett, and Nancy Middleton for editorial assistance.
Among the many scholars who influenced our thinking about the discourse analysis of classroom language and literacy events, we owe special debts to Brian Street and Dorothy Sheridan for helping us think through issues of power relations, culture, literacy, and schooling, and to Judith Green for helping us think through the dynamic nature of classroom conversa-