ABSTRACT
The task of the teacher will vary according to the problems with which she is faced. In the infant school, in addition to a rich programme of pre-reading experience and general language development, the teaching will be concerned with the learning of the sub-skills and the interpretation of meaning from written symbols. In the junior school the problems are more likely to centre on a sense of failure in those who are failing to read. In the junior school, the teacher of backward readers will be faced with a very different situation. Perhaps the best way to tackle the problem of backward readers in upper junior school is to institute a crash course, which would involve the child in some form of reading activity. Whatever methods the teacher of reading at every stage may use, it is vital to her effectiveness as a teacher that she should be continuously reassessing the part she plays in every phase of her work.
