General comparisons are made between American and British reading instruction, and outstanding commonalities and differences between the two countries are emphasized. Both, for example, believe in the necessity for careful early instruction, and both believe in the importance of reading as a skill. Differences exist in attitudes toward learning to read. The author characterizes the Americans as being more curriculum-centered--concerned with what has to be done and with reading as an academic discipline. On the other hand, he characterizes the British as being more child-centered--concerned with instruction and with the development of reading as a learning tool. (MS)