This Critical Issues piece was written at the invitation of the editors of the Journal of Literacy Research. Our charge was to address the relationships of qualitative researchers to the policy-making process. We use the example of the Reading Excellence Act (p.l. 105–277) to demonstrate that qualitative researchers have many points of access to the policy-making process. We argue that qualitative researchers must become more involved with policy making and policy makers if they are going to have the influence that they desire. Qualitative researchers must provide relevant information, communicate in a straightforward manner, understand the conditions of policy making, offer positive solutions, and be prepared to compromise.
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