Although a recent study shows that school children in Denmark are acquiring initial reading proficiencies at a slower pace than in previous years, that there were more very good readers and more very poor readers in 1972-73 than in 1966, that the average reading performance was lower in 1972-73 than in 1966, and that children in 1972-73 read more slowly than those in 1966, neither Danish parents nor educators have voiced much concern about it. They point out as reasons for poorer test scores that a greater variety of approaches in the teaching of reading are being used, that less time is spent on the traditional "spelling out" instructional approach, that the number of instructional hours allocated to reading has been reduced, and that the increase in working mothers means children get less help with their homework. The public attitude is one of, "the start is slow, but they will catch up." Americans could learn from the Danish experience and reaction that it might be wise to delay formal reading instruction to age seven and not to be tyrannized by reading scores. (TJ)