ABSTRACT
This introductory chapter explains the background to the book and the rationale for its focus and themes. It then goes on to map the terrain of reading pedagogy, drawing attention to significant lines of enquiry, some of which are picked up and developed more specifically in subsequent chapters in the volume. The chapter highlights the pedagogic steers arising from what could be classed as three recognized, though not discrete, traditions in reading education: psycholinguistic, cognitive, and cultural. The status accorded by policy and practice to these various aspects of reading pedagogy is also noted. Finally, the chapter outlines the main sections of the book.
