ABSTRACT
Helping children learn to read is one of the most important roles that early years and primary teachers carry out. In order to support children effectively, it is necessary to be aware of the ways children might develop. This chapter begins with an analysis of interaction in an early years setting. New research on reading development across languages is surveyed. The second half of the chapter explores the most effective ways to teach reading and why policy makers frequently propose practice that lack a suffi cient research base.
