ABSTRACT
The differences begin very early in school life; perhaps a majority of the otherwise healthy and competent children who begin to fail do so partly because of systematic differences in classrooms experiences. Stated in terms of potential learning time such results show low progress readers to be at a disadvantage, in spite of the similar amounts of curriculum time for instruction. However, when observations of what happens during that time are made a different reality emerges. On entry to school the learner's knowledge base and existing performance strategies allow some performance-directed regulation within the initial tasks. Differences between progress groups which are found in setting events are also apparent in the interactions which readers have with their tutors. The roots are to be found in the transition from the earlier socialization setting to the dual settings of home and school.
