This chapter is concerned with prevention, assessment, and intervention for reading disability (dyslexia). The initial section is concerned with the reading wars that have fought over the most appropriate way to teach reading. The development of this debate over the past century is outlined and the current focus upon the highly publicized “science of reading” movement is examined and evaluated. The chapter then considers the prevention of reading disability and the nature and role of screening. In so doing, the chapter highlights the complexities of screening for dyslexia when this latter term is used both as a synonym for reading disability and alternatively as a discrete condition that applies only to some struggling readers. The bulk of the chapter is concerned with an examination of “what works” for struggling readers of different ages and levels of difficulty. The often disappointing effects of what are considered to be the most promising interventions are considered. Findings from other, less scientifically grounded, alternative treatments are reported and critiqued. Finally, the lack of any meaningful relationship between a dyslexia diagnosis and differential intervention is examined. It is noted that programs for struggling readers cannot be meaningfully determined on this basis.

This chapter initially defines the terms ‘reading’ and ‘viewing’ as social practices with meaning-making at their core and makes the point that viewing is defined in curriculum documents as an integral and important part of reading rather than separately. It includes a brief snapshot of the history of reading and the so-called ‘reading wars’. Building on the importance of the development of oral language as a precursor to literacy, as discussed in previous chapters, this chapter then focuses on how children learn to read before moving on to explore how teachers can help children with this learning. The centrality of explicit teacher modelling and scaffolding of the reading process are discussed. Early childhood and primary teachers need to develop a rich repertoire of reading strategies and provide a rich selection of texts and resources, coupled with explicit guidance and support, to enable them to meet children’s individual needs at different stages of their reading journey. A range of assessment strategies are also briefly introduced. Finally, a number of common myths about the reading process are considered in light of the ongoing debate about reading. Throughout the chapter the discussion will focus on the need for a balanced approach to learning to read with meaning-making at the centre of the process.