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This book focuses on how to understand reading processes and what it means to develop reading comprehension. With a wide-ranging theoretical basis, the author makes new connections between work in critical theory, cognitive psychology and literacy. Key features include: how and why we read; evaluating response to reading; and, a whole-school approach to developing reading. This book is highly recommended to teachers, literacy coordinators and students and lecturers of masters and doctoral programmes with a reading or literacy focus.