This paper describes trends in the teaching of reading to young children in British infant and primary schools. Initial sections outline background features, organization, and procedures in infant education, pointing out that great variations exist among schools. A section on reading practices notes that, although basal reading schemes, which are vocabulary controlled and employ a "look-and-say" method, are used fairly extensively, more emphasis is placed on informal, incidental reading and writing than on reading schemes. The paper traces historical patterns in reading instruction: the establishment of look-and-say methods in the 1940s and 1950s; the growth of "progressive" practices which in some cases led to the abandonment of formal teaching; and the emergence of doubts about the progressive movement, based on concerns about declining reading skills. A 1975 governmental report called for a balance between progressive teaching and specific teaching of basic language arts skills; currently, public concern about standards of literacy is becoming vociferous. The paper concludes with predictions for future changes in the direction of more formal teaching, along with a statement regarding the author's hopes for changes which will be forward looking rather than a nostalgic return to older methods. (GW)