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This is the second of a two-volume publication which provides an international perspective on how children learn to read. Research studies and classroom experiences from around the world are reported, highlighting implications for the design implementation and evaluation of classroom reading programmes. Contributions are included from the UK, USA, Canada, Australia, Jamaica and Israel with evidence drawn from over 18 countries. Despite the contexted differences, there are many common concerns and controversies. From these, three areas are identified: the first is developing an improved...