This handbook investigates the core question of how educators can effectively foster genuine literacy and reading comprehension in diverse classroom environments. The authors, Colin Harrison and Martin Coles, draw upon extensive pedagogical research and practical classroom experience to provide a structured framework for reading instruction. They argue that reading must be treated as an active, cognitive process rather than a passive reception of information, and they offer strategies to bridge the gap between theoretical literacy models and daily instructional practice.

Educators and literacy specialists frequently cite this work as a foundational resource for developing structured reading curricula. The text is noted for its balance of academic rigor and actionable classroom advice, making it a standard reference for teachers seeking to improve literacy outcomes.