Notes on Contributors Introduction 1. Learning to Read in the Early Years: A Story of Never-Ending Controversies and Contradictions, Robyn Ewing AM 2. Reader Response in the Classroom, John Yandell 3. Reading the canon via Synthetic Phonics: Texts as Political Pawns, Bethan Marshall 4. Multi-text Magic: Harry Potter in Book, Film and Videogame, Andrew Burn 5. Reading in the Digital Age: Pleasures and Practices across the Print/Digital Divide, Catherine Beavis 6. Turning the Page and Swiping the Screen on Reading in the English Classroom, Cheryl McLean 7. Teaching for Biliteracy Development in Linguistically Diverse School Environments of Young Children: What do all Teachers Need to Know? Leanne M. Evans 8. Building Reading Identities: Mindset and Authentic Literature, Sharyn Fisher 9. Literature’s Lasting Impression, John Gordon 10. Parental Support of Reading at Home in Australia and Japan: Benefits, Barriers and Culture, Margaret K. Merga and Shannon Mason 11. On Being ‘Well Read’, Larissa McLean Davies and Wayne Sawyer 12. The Subtle Art of Shared Reading: Pedagogic Literary Narration, John Gordon 13. ‘Well I don’t feel that’: Schemas, Worlds and Authentic Reading in the Classroom, Marcello Giovanelli and Jessica Mason 14. The Value of Studying Young Adult Literature in the Middle School Years: Coram Boy by Jamila Gavin, Gabrielle Cliff Hodges 15. Reader and Response: A Classroom View, Michael Rosen 16. The Role of Reading When Writing: The Rhetorical Situation when Writing on Demand, Kelly Sassi 17. Beyond Content or Skills: Navigating the English Dilemma through Disciplinary Literacy, Todd F. Reynolds 18. The Politics of the Canon: Reading for the Rest of Us, Ebony Elizabeth Thomas 19. Challenging Hierarchies of Reading and Text Selection in the Revised Publishers’ Criteria for the Common Core State Standards, Kate Lechtenberg, Amanda Haertling Thein and Kelli Rushek Index