ABSTRACT
At one time, learning to read was considered to be a 'confirmed set of traditional exercises' (Meek 1992: 226) administered by teachers in the classroom with the aid of 'good' books. Reading was thought to be something that could be taught in stages by the use of teaching methods like mathematical formulae, which could then be applied to a corresponding reading situation. However, Frank Smith's revelation that children learn to read by constant exposure to and practice in reading which matters to them (Smith 1985) released teachers from an approach involving arduous 'drills and skills', and allowed attention to be turned towards the type of things readers learn without ever being taught (Meek 1988). Research in this era brought the beginnings of literacy development out of the classroom and into the pre-school environment of the home and its associated culture. Here it was discovered that the many forms and contexts of print such as the posters, advertisements, food labels and signs that surround us in our daily lives, give pre-school children a vast and varied knowledge of print before they have had experience of books. As a result, conscientious educationists have had to take account of the role that less 'traditional' forms of print play in the learning of children of all ages. This is a welcome change in attitudes towards what serves as valuable literacy for children. It is particularly important when considering how to provide a curriculum which will ensure access for all learners and build on the diversity of children's experience. Differentiation means meeting the learning needs of every child so that all can share in the same curriculum; too restrictive a view of literacy can operate against that educational goal.
