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Preliminary pages (i-xxxvi) Foreword, Membership, Contents, Introduction Part 1 Attitudes and Standards Chapter 1 (3-9) Attitudes to the teaching of English Chapter 2 (10-35) Standards of reading Chapter 3 (36-44) Monitoring Part 2 Language in the Early Years Chapter 4 (47-50) Language and learning Chapter 5 (51-74) Language in the early years Part 3 Reading Chapter 6 (77-96) The reading process Chapter 7 (97-114) Reading in the early years Chapter 8 (115-123) Reading: the later stages Chapter 9 (124-138) Literature Part 4 Language in the Middle and Secondary Years Chapter 10 (141-161) Oral language Chapter 11 (162-187) Written language Chapter 12 (188-193) Language across the curriculum Part 5 Organisation Chapter 13 (197-212) The primary and middle years Chapter 14 (213-219) Continuity between schools Chapter 15 (220-237) The secondary school Chapter 16 (238-242) LEA advisory services Part 6 Reading and Language Difficulties Chapter 17 (245-265) Screening, diagnosis and recording Chapter 18 (266-276) Children with reading difficulties Chapter 19 (277-283) Adult literacy Chapter 20 (284-295) Children from families of overseas origin Part 7 Resources Chapter 21 (299-313) Books Chapter 22 (314-327) Technological aids and broadcasting Part 8 Teacher Education and Training Chapter 23 (331-346) Initial training Chapter 24 (347-356) In-service education Part 9 The Survey Chapter 25 (359-510) The teaching of English Part 10 Sumary of Conclusions and Recommendations Chapter 26 (513-560) Conclusions and recommendations Appendix A (561-576) Witnesses and sources of evidence Appendix B (577-584) Visits made Glossary (585-595) Index (596-609) Report of the Committee of Enquiry appointed by the Secretary of State for Education and Science under the Chairmanship of Sir Alan Bullock FBA London: Her Majesty's Stationery Office 1975 Crown copyright material is reproduced with the permission of the Controller of HMSO and the Queen's Printer for Scotland. All our education depends on the understanding and effective use of English as does success in so many aspects of adult life.The Report concerns all who have responsibilities in education.Many recommendations are addressed to schools and teachers and call for a change of approach and redirection of effort rather than for additional resources.As the Committee acknowledges, recommendations with financial implications must be subject to current constraints; for the time being action on those which would involve additional resources must be postponed.A good deal of our time was naturally spent in discussing the difficulties of children who are retarded in reading, but we have confined our attention to pupils being educated in ordinary schools.
Our first thought was to deal separately with primary and secondary education, allocating a part of the Report to each.The decision to set up the Committee of Inquiry was announced shortly after the publication of the NFER Report 'The Trend of Reading Standards', and it was understandable that it should be widely regarded as an inquiry solely into reading.This was reflected in much press and public comment and in many of the letters we received.[page vii] Dame Muriel Stewart, DBE, Chairman, Schools Council. Appointments shown are those held by members at the time the Committee was constituted.Professor J Wrigley, Professor of Curriculum Research and Development, University of Reading; Director of Studies, Schools Council. The estimated cost of the production of the Report is 95,900, of which 14,700 represents the estimated cost of printing and publication, 68,700 the cost of administration, and 12,500 the travelling and other expenses of members.
Indeed, we felt it necessary to begin with the years before a child comes to school and to examine the influence of the home on early language development.