ABSTRACT
Many current research projects on language teaching and learning in primary schools acknowledge the inter-relationship of the different language modes. Teacher responses are found to vary considerably, and undoubtedly the nature of these affects learners’ views and perceptions of the nature of reading and writing. The most extensive and highly publicized research into the language of pupils in primary and secondary schools is that carried out by the Assessment of Performance Unit (APU). The assessment of reading surveys was based upon three broad categories of material: works of reference, works of literature, and materials which pupils might use for practical purposes. Ingham investigating how reading may be made more interesting, meaningful and accessible to minority groups in school, designed a project involving research teams in three London boroughs. Many of the recommendations arising from the APU writing surveys are being researched and implemented into action-learning in schools.
