ABSTRACT
For some years the subject of "reading development" has again been of major concern. Discussions revolve around questions of examination failure and teaching methods revitalised by insights from the language sciences. The way in which teachers effectively teach children to read is not yet properly known. There are no longer any "methods" in the conventional meaning of the term. The dividing line is really between classes using a textbook and the rest. Writing skills are neglected at the beginning of the primary school. In the classroom, it seems desirable to emphasise the content rather than the technique of reading. Children’s literature and texts to be read in connection with a project have the same objectives. Teaching kits and games enable verbal material from them to be used again. Writing skills should be widely used, in line with the structuralist approach to the recommendations for reading activity and its development.
