Reports a study of the patterns of responses of 34 American and 28 British teachers of reading to 24 statements about reading instruction. The study is seen as beginning research on how teacher attitudes toward curriculum and approaches to learning affect reading instruction. (TJ)

Examines various explanations for the lack of reading problems in Japan, including the nature of the Japanese written language, the interest of Japanese parents in teaching young children to read, the different perceptual processes involved in reading Japanese, and the quantity of Japanese publications suitable for preschool children. (FL)