In this paper an attempt will be made to highlight key theoretical and practical considerations which need to be taken into account in formulating a strategy for reading curriculum and instruction in the West Indian context. It will be argued that such a strategy needs to be sensitive to at least three categories of criteria: the linguistic, the psychological and the pedagogical. Drawing on current psycholinguistic models of the reading process rather than a process of the strengthening of the stimulus-response bonds between graphic stimuli and the appropriate oral responses.

Introduction 

Two theoretical conceptions of how to effect enhanced teacher performance, namely the technocratic and the teacher development models, have tended to dominate the literature of the past decade or so (McNergney and Carrier 1981).