Abstract
Teaching children to read has gained the attention of researchers and educators because it is the key to subsequent educational success among other things. This paper traces the etiology of students‘ reading problems in English language to the emergent reading stage that is the stage at which children are just beginning to learn to read. It presents the report of a classroom observational study which revealed lapses and gaps in the curriculum of lower primary classes and classroom practices which may impinge on the reading acquisition of emergent readers. It attempts to mesh the curriculum with classroom practices citing empirical research on both. With this integration. a model of reading acquisition process is proposed to help meet emergent readers at the point of their needs.