There is currently an intense focus across our nation on reading and literacy, particularly an increased focus on preventing reading difficulties. This attention comes from diverse constituencies, including policy-makers, researchers, parents, specialists of all varieties (e.g., speech-language pathologists, reading specialists, psychologists), and teachers, including early childhood, general, special, and adult educators. This document analyses the emergence of the present widespread interest in reading and literacy across several contexts, with educational policy having perhaps the greatest influence on current levels of national attention.