ABSTRACT
The continuous and consistent help in developing reading skills which pupils need can be provided only on the basis of good record-keeping. The principle of good record-keeping is that the method of recording should be an integral part of the school's curriculum development, and related to both the terminal and the intermediate objectives of the reading curriculum. The recording system must provide for early and continuous identification of pupils who are failing to make satisfactory progress in reading skills. Good recording involves three main types of records: teaching records, assessment records and statistical records. Continuity depends on the organization of the whole battery of tests and measurements into a comprehensive schedule covering all phases of the curriculum, and on its regular scrutiny by the teacher in charge of reading. The teacher in charge of reading also has the responsibility for the general 'reading environment' of the school.
