Abstract
ABSTRACT The progress of 198 boys from manual working class homes was examined with respect to reading readiness test and reading test performance during their first two years at eight Scottish primary schools. The sample's social class bias would have predicted poor performances relative to United Kingdom norms. The fact that poor results occurred on readiness tests but not on reading tests suggested that background factors were of less importance than teaching methods in ultimate reading ability. Teaching methods are described and family involvement considered. Research and modern psycholinguistic approaches to reading appeared barely to have touched the teaching process.
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