The *Handbook of Reading Research* is a comprehensive compilation of research on reading, edited by P. David Pearson and published by Routledge in 2013. The book is divided into three main parts: Methodological Issues, Basic Processes: The State of the Art, and Instructional Practices: The State of the Art. Each part is edited by a section editor—Rebecca Barr, Michael L. Kamil, and Peter Mosenthal—who organized and summarized the relevant research. **Part One: Methodological Issues** covers the history of reading research, current traditions, experimental design, ethnographic approaches, and the construction and testing of models of reading processes. It provides a foundational understanding of the methodologies used in reading research. **Part Two: Basic Processes: The State of the Art** includes chapters on models of the reading process, word recognition, schema-theoretic views of reading comprehension, listening and reading, text structure, metacognitive skills, sociolinguistic studies, and individual differences. These chapters offer in-depth reviews of the current state of research on various aspects of reading. **Part Three: Instructional Practices: The State of the Art** addresses early reading development, beginning reading instruction, word identification, reading comprehension instruction, classroom instruction, oral reading, and readability. These chapters focus on the practical applications of research in teaching and learning. The book is designed to be a reference tool for researchers, educators, and policymakers, providing both a broad overview of the field and detailed insights into specific areas of reading research. It aims to bridge the gap between theoretical knowledge and practical application, offering a comprehensive and authoritative guide to the state of reading research.The *Handbook of Reading Research* is a comprehensive compilation of research on reading, edited by P. David Pearson and published by Routledge in 2013. The book is divided into three main parts: Methodological Issues, Basic Processes: The State of the Art, and Instructional Practices: The State of the Art. Each part is edited by a section editor—Rebecca Barr, Michael L. Kamil, and Peter Mosenthal—who organized and summarized the relevant research. **Part One: Methodological Issues** covers the history of reading research, current traditions, experimental design, ethnographic approaches, and the construction and testing of models of reading processes. It provides a foundational understanding of the methodologies used in reading research. **Part Two: Basic Processes: The State of the Art** includes chapters on models of the reading process, word recognition, schema-theoretic views of reading comprehension, listening and reading, text structure, metacognitive skills, sociolinguistic studies, and individual differences. These chapters offer in-depth reviews of the current state of research on various aspects of reading. **Part Three: Instructional Practices: The State of the Art** addresses early reading development, beginning reading instruction, word identification, reading comprehension instruction, classroom instruction, oral reading, and readability. These chapters focus on the practical applications of research in teaching and learning. The book is designed to be a reference tool for researchers, educators, and policymakers, providing both a broad overview of the field and detailed insights into specific areas of reading research. It aims to bridge the gap between theoretical knowledge and practical application, offering a comprehensive and authoritative guide to the state of reading research.