ABSTRACT
Most children have learned to read by the time they reach Year 3. For those who have not the gap becomes wider, not only in the skills of reading but in the acquisition of knowledge and understanding in other areas. The OFSTED Report on English, Key Stages 1,2,3 and 4, 1992-93 (hereafter referred to as English 1992-3) stated that work in English at Key Stage 2 should be improved ‘as a matter of urgency’. (p. 23, para. 47) So far as reading was concerned they found that:
In 40 per cent of the lessons in Years 3-5, the generally good start made in Key Stage 1 was not maintained. More reliance was placed on commercial reading schemes and phonic skills were not developed. The result was that, in Years 3 and 4 particularly, some pupils became frustrated, and not enough progress was made. p. 7, para. 3.
