ABSTRACT
Generally the teachers considered that the pupils’ home background was an important factor in learning to read; they described those aspects of the home which they believed could actively assist that process, and the abilities pupils used in learning to read which they most readily associated with differences in home conditions. They most valued the provision of suitable reading material in pupils’ homes on which pupils could practise their newly acquired skill, and the type of atmosphere in which it was taken for granted by parents and child that reading was a desirable skill to be acquired. Differences in home background were most readily connected with a child’s desire to learn to read and his rate of learning.
