ABSTRACT
The perceived importance of literacy in general and reading in particular is common in societies across the world. Despite contextual differences, there are numerous common concerns and controversies. From these, three areas are identified. The first is developing an improved understanding of the nature of children’s early reading development. The second is the consideration of ways in which children’s reading can be encouraged. (These two areas are addressed in Volume 1.) In this volume issues of curriculum and assessment in the context of professional accountability are addressed.
