The 15 articles in this book focus upon the major literacy issues raised by the Bullock Committee in Great Britain and offer reflections upon these issues by United States and British educators who work daily with literacy problems. The articles cover the following topics: the Bullock Committee's work, providing for language growth in young children, language and learning in the early years and its teaching implications, the language development of children with learning disorders, teachers' attitudes toward language learning across the curriculum, the learner's self-concept, learning about the teaching of writing by writing, teacher education programs in the United States and in England, teaching for communication competence, language policies in British infant schools, the relevance of the Bullock Report to the British junior school, the Bullock Report and the comprehensive school, English teaching practices and teacher performance, research on the writing process, and action research and teaching. A final section of the book contains short biographical sketches of each contributor. (FL)