Abstract
This introduction draws together some of the key points arising from the contributions in this timely double special issue. Learning to read is of public concern because of international measurements in education. Learning to read is seen to be complex; it takes place in formal, nonformal, and informal learning contexts—contexts that involve assemblages of identities and artefacts, open to many other ideological pressures and to power plays. It concludes that there is no one right way to teach reading but that researching the existing reading culture is a necessary first step to teaching.
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Rogers, A. Introduction: Learning to read, from research to policy and practice. Prospects 46, 357–365 (2016). https://doi.org/10.1007/s11125-017-9407-8
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DOI: https://doi.org/10.1007/s11125-017-9407-8