ABSTRACT
In Chapter 1 I attempted to explore the complex relationship currently developing in secondary schools between the subject English and the notion of 'literacy'. Teachers, parents, society in general, and even most pupils, agree that the requirement to be literate in our society is a precondition of further and developing success. (Most young people have no trouble in recognising how vital being 'literate' is; a disturbingly large number, however, have given up what they regard as an unequal struggle by the early stages of secondary education.) One of the central features common to notions of both subject English and literacy is the ability to read. This chapter will be concerned with outlining the secondary school's responsibility for ensuring that reading is not just taking place, but being actively taught in ways it can be sure will have real effect.
