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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.

Mr CR Gillings, Headmaster, Midhurst Intermediate School, West Sussex (resigned 1 September 1973 on appointment to HM Inspectorate).

As the Committee's Chairman I should like to place on record the great help I have received from Dame Muriel Stewart, who has acted as Vice-Chairman throughout the inquiry. Professor JN Britton, Goldsmiths' Professor of Education in the University of London. Miss J Derrick, Senior Lecturer, Language Teaching Centre, University of York.

The Committee's debt to its Secretary, Mr R Arnold, HMI, is acknowledged in the Introductory chapter. Mr JJ Fairbairn, Head of Education Department, St John's College, York. Mr Stuart Froome, Headmaster, St Jude's CE Junior School, Englefield Green, Surrey.

It became clear to us from our early discussions and from the evidence we received that we must give attention to the provision of resources and to the internal organisation of schools, since both have an important bearing [page xxxii] on the development of language and the teaching of reading.

Our first thought was to deal separately with primary and secondary education, allocating a part of the Report to each.

They have given us an authoritative statement which will be of value as a basis for further discussion and development for many years to come. Sir Alan Bullock, FBA (Chairman), Master of St Catherine's College and Vice-Chancellor, University of Oxford.

REG PRENTICE DECEMBER 1974 [page v] 9 September, 1974 Dear Secretary of State, I have the honour to present the Report of the Committee set up by your predecessor, Mrs Thatcher, in 1972 to inquire into the teaching in the schools of reading and the other uses of English. Sister Basil Burbridge, Headmistress, St Margaret Mary Junior and Infant School, Carlisle.

We therefore decided to go as far as, but not beyond, the statutory age for leaving school.

This means that apart from a reference to examinations in language we have excluded any specific consideration of sixth form work and higher and further education.

In fact it will be seen from our terms of reference that reading was not singled out for special attention but was placed in close association with other language skills within the context of teaching the use of English: 'To consider in relation to schools: (a) all aspects of teaching the use of English, including reading, writing, and speech; (b) how present practice might be improved and the role that initial and in-service training might play; (c) to what extent arrangements for monitoring the general level of attainment in these skills can be introduced or improved; and to make recommendations.' These terms of reference have allowed us to base our Report on the important principle that reading must be seen as part of a child's general language development and not as a discrete skill which can be considered in isolation from it.

We have, in fact, interpreted our brief as language in education, and have ranged from the growth of language and reading ability in young children to the teaching of English in the secondary school.

[page vii] Dame Muriel Stewart, DBE, Chairman, Schools Council. Appointments shown are those held by members at the time the Committee was constituted.