This themed edition of Theory into Practice is dedicated to the memory and continuing legacy of Michael C. McKenna, Thomas J. Jewel Professor of Reading at the University of Virginia and Reading Hall of Fame member, who died unexpectedly as this issue was in press. Dedication of this issue of Theory into Practice to his memory is fitting due his prolific contribution to both theory and practice as well as his early adoption of and scholarship in the integration of literacy and technology. As a researcher, he was truly a polyglot. He was primarily a cognitively-oriented reading researcher, but his work included a wide variety of emphases (e.g., assessment of comprehension and beginning reading, motivation to read, schoolwide design of curriculum and professional learning, literacy and emerging technologies, and the work of literacy coaches). He believed that researchers in all areas of education have a responsibility to conduct rigorous research and to communicate findings in accessible ways. His empirically sound and entirely practical research has left an indelible mark on the field of literacy research and teaching practices. The theoretical foundation that he contributed will provide a blueprint for this work going forward and will continue to influence those interested in theory and in practice.
Written by Glen Bull, University of Virginia and Sharon Walpole, University of Delaware