This text investigates the psychological and cognitive barriers that prevent beginning ESL students from effectively engaging with English-language reading materials. Author Leslie J. Noone, drawing on pedagogical experience in language acquisition, argues that reading proficiency is inextricably linked to a student's willingness to tolerate ambiguity and take risks with unfamiliar vocabulary and syntax. The book provides a structured framework for educators to foster these risk-taking behaviors in the classroom environment.

Educators frequently utilize this text as a practical resource for classroom management and curriculum development in introductory ESL programs. Experts highlight the book's focus on the affective domain of learning as a useful supplement to traditional linguistic instruction.