A study investigated differences in literacy teaching and learning between those classrooms following the "Literacy Initiative for Teachers" (LIFT) program and those using normal teaching techniques. A subsidiary aim was to document the staffing ratios throughout the day in the classrooms and the amount of time devoted to English. One Reception class was observed in each of 12 schools, 6 LIFT and 6 matched comparison schools. Results indicated differences in teaching and learning in LIFT classrooms. Taken together with the children's literacy outcomes, findings suggest that the more structured approach to the early teaching of reading has been effective. Furthermore, LIFT does not require extra staff. The organization and structure in the teaching of reading is more important than devoting more time to literacy. The LIFT program did appear to change the way teachers teach literacy, and children engaged in more collaborative literacy learning. (Contains 1 table and 12 figures of data.) (RS)