The purpose of this review is to present an overview of the research literature relating to the acquisition of literacy. Its focus is on empirical studies that identify the processes underlying the acquisition of literacy, and the instructional strategies that are most effective in developing effective literacy. Its specific focus is on the acquisition of reading literacy. The book contains the following sections: (1) Introduction; (2) Definition of literacy; (3) A model of reading and writing; (4) Learning to read: the self-teaching hypothesis; (5) Focus of the review; (6) The Australian context; (7) Focus of Australian research into language and literacy; (8) The international context; (9) Current approaches to the teaching of reading in Australia; (10) Australian research on effects of phonics versus whole language instruction; (11) Relevance of research findings for teaching practice; and (12) The way forward.