For the past decade and a half RAN conferences have been a forum for focusing attention on the seriousness of the problem of reading failure at the various levels of schooling in Nigeria. (See for example, Unoh. 1983; Abe, 1987; Onukaogu. 1989; Omojuwa. 1991). Over the years. RAN members from various parts of the country have suggested reforms in teaching methods which incorporate elements of the Whole Language concepts of literacy instruction which “has had. a‘profound impact on literacy instruction world wide. (For more on Whole Language see Goodman. Smith. Meredith, & Goodman, 1987; Goodman 1994) For example. Iboth Lawal
(1987) and Olaofe (1987) advocated the introduction of extensive reading programmes into the schools in order to develop a reading culture and to develop student.” reading skills through exposure to a wide range of interesting books. In 1991. Onochie outlined the main components
of a psycholinguistically—based reading programme for Nigerian schools in which classroom instruction develops language skills through genuine and purposeful activities rather than drills on segments of language. Various RAN branches continue to hold workshops for teachers in their localities. but with only limited results. Our efforts appear to be but a “drop in the bucket” (or. should one say”drop in the sea”) in the face of the overwhelming impact of entrenched traditional approaches to literacy instruction, poorly motivated teachers and the multifaceted effect of economic decline on every aspect of the educational sector. private as well as public.