ABSTRACT
In any debate which takes place on how children learn to read the emphasis of the debate can be diverted frequently into dichotomous views about the methodologies and/or philosophies which underpin the teaching which is to take place. For example, the phonic-whole word debate has been with us for at least a quarter of a century (Chall, 1967). And more recently that debate has developed into a phonics-Whole Language debate (Goodman, 1986); expressed perhaps as phonics-real books in the UK. It is a debate in which I have been prepared to participate (Campbell, 1992). However, on this occasion I wish to concentrate instead on a feature which is common to both views. That feature is the important role of the teacher in aiding the reading development of young children. Frank Smith (1978) indicated the importance of that role very boldly-as one might expect-when he stated ‘A teacher is one of the most important people in the beginning reader’s life, and can make the difference between success and failure… teachers have a crucial role’ (p. 137). That crucial role needs to be explored. Before we do so we need to consider to whom we are referring when we use the term ‘teacher’.
