ABSTRACT
This chapter reviews some of the reports and ensuing pedagogical strategies to highlight the global movement toward common solutions. Periodic research reviews and syntheses in the USA have had enormous influence in directing research, practice, and policy-making. Other countries in which English is the primary language of instruction have experienced similar cycles of reviews and reforms in primary education and reading pedagogy. The common ground for pedagogy is clear and consistent within the Rose Report, backed by reviews of research, reviews of successful schools, and commentaries by experts in the UK. There is an unsettling pattern to the international politics of reading pedagogy. It began in the 1980s with increased national and international testing that revealed surprisingly low levels of proficiency. The value of searching for best practices in reading education is to identify effective practices for teaching children to read English, but the liabilities are significant.
