This book outlines and critiques international strategies and programs designed to address difficulties in literacy development. The high-profile team of contributors consider teaching programs which operate at family, school, pupil and teacher levels. They argue that school is not the only legitimate location for literacy education, and show how difficulties in literacy can be addressed sequentially, both in and out of the school context. This book will be of interest to postgraduate students, teachers, researchers, educational professionals and policy makers who are looking for practical strategies to address difficulties in literacy development.