This chapter opens with an introduction of a theoretical framework for understanding reading and its development, which is generally consistent across languages. In so doing, the central role of oral language development is emphasized in terms of its role in shaping later reading success. Furthermore, the complex layering of factors that shape instruction and learning is discussed in the light of the amount of variability we can attribute to teachers, by drawing on research carried out from a social policy perspective. It is shown that the answer to the question of teacher effects is hugely affected by the context in which learning occurs. In well-resourced countries, effects of teachers and teaching are important, but relatively subtle, whereas they are much more obvious in countries with few resources or substantial social challenges. In addition, the role of teachers in supporting acquisition of the language skills required for reading comprehension is discussed as we draw on a relatively small set of studies from around the world that examine the nuances of teacher-child conversations in a detailed manner.Finally, we turn to what many consider to be the heart of reading instruction – teaching children to translate printed words into meaning.