ABSTRACT
The early 1990s was characterised by a great deal of media and professional attention being given to the issue of the standards in literacy achieved by primary schools, particularly in reading. While much of this attention was misguided, and indeed often unwelcome, it did, however, almost as a by-product, draw attention once again to the teaching of literacy beyond the basic stages. What teaching were children receiving who had already made a start on the learning of reading and writing? Were these skills being extended in schools, or was it simply assumed that once children had mastered the ‘basics’ of reading and writing all they then required were merely a range of opportunities to use these?
