Colin Harrison is Professor of Literacy Studies in Education at the University of Nottingham. His work is well known in the United Kingdom, USA, Canada, Australia and New Zealand. He is a former president of the UK Reading Association, and was a founder editor of the Journal of Research in Reading. He has been commissioned by the Scottish Office and by the UK government to write reviews of research in order to strengthen national initiatives whose intention is to have literacy policy firmly grounded in research.

′What makes this book particularly worth while for me is the connective tissue, the thinking behind the thinking that shows the breadth of Harrison′s scholarship. Any writer who can move swiftly and deftly from A. B. Lord and his theories of oral formulaic poetry to Wibbly Pig in a mere two paragraphs deserves the respect of us all!′ - Literacy`There are several aspects of this book that will make it a stimulating and useful read for many teachers: the exposition of psychological research that demonstrates many of the processes underlying word reading and text comprehension; the focus on reading for meaning and reading behaviours; the inclusion of case studies, which demonstrate Colin Harrison′s philosophy in practice′ - Journal of Research in Reading`It is a great text for literacy researchers, for education students in masters programmes, and for teachers wanting a more advanced knowledge and understanding of reading processes and what it means to develop reading comprehension. Colin Harrison provides strongly stated opinion that is well-grounded in an understanding of the literature and linked to political, educational and social contexts. A scholarly work in the truest sense! He is able to discuss and yet not get caught up in debates surrounding children′s reading development, and he is not afraid to articulate his position based on the best evidence and experience′- Childforum, New Zealand`Colin Harrison′s knowledge of the research on reading processes and comprehension is encyclopaedic.... Compared to word-level factors, especially phonics, comprehension has been the poor relation in both research and teaching, so this book is just what is needed to redress the balance.... This is essential reading for all those committed to improving literacy attainment at all levels′ - Professor Greg Brooks, University of Sheffield

• Reading ReadingWhat Does Research Tell Us About the Reading Process and the Early Stages of Reading Development?Understanding Understanding - Colin Harrison and John PerryDeveloping Reading Comprehension - How We Learn from TextsWhat We Have Learned from ResearchLiteracy Development in the Primary Classroom - Colin Harrison with Geraldine KotsisFun, Phonics, Fluency, Fantasy and Developing Reading for MeaningCase Studies of Reading Development at Secondary Level - Colin Harrison, Alan Dewar and Steve WillshawDeveloping Critical LiteracyText, Discourse and the Collaborative Construction of MeaningEvaluating Response to ReadingCan There Be Such A Thing As Postmodern Assessment?A Whole-School Approach to Developing ReadingPolicy Staff Development and Evaluation