This book is the product of classroom experience. I have taught Reading for five years, and no year was ever identical to another due to two interwoven factors: my increasing awareness of the gaps in the module and the diversity of students’ thinking, however alike they may seem. The story of designing this course, in its beginnings, was somewhat tinged with melancholy. It was my second year of internship at the university, and the module was newly integrated into the programme harmonisation. Hence, no one was around to share their experiences with me. The greatest hurdle was the dearth of resources, whether internationally or nationally, and I do not feel timid in stating, for future teachers, that the first year was a kind of bricolage that I tried hard to avoid. Nonetheless, that very disgrace soon hit me with a reward.