ABSTRACT
Factors affecting literacy standards range from institutional through methodological to systemic. This chapter will consider the effect the English writing system has on literacy acquisition. Starting from the alphabetic principle, it will compare such systems as Italian, Latin, Japanese, American and British. The diverse facets of irregularity in English will be related to the learning process, the initial teaching alphabet, and the revised English Order of the National Curriculum. Finally, the issue will be placed in its historical and global context, and questions asked about educational priorities and the potential for reducing systemic obstacles to improved literacy standards in the future.
