ABSTRACT
Controversy about the teaching of reading has a long history, and throughout it there has been the assumption, at least the hope, that a panacea can be found that will make everything right…there is no one method, medium, approach, device or philosophy that holds the key to the process of reading. We believe that the knowledge does exist to improve the teaching of reading, but that it does not lie in the triumphant discovery, or re-discovery, of a particular formula …A glance at the past reveals the truth of this.
