Abstract The study examines reading programmes with the reference to the teaching/learning of reading to school beginners. The teaching of reading at the early stages is important because it is the quality of the experiences that children get that affect or lay the foundation for reading development (Chall, 1996).Therefore, the phenomenon, “teaching of reading to school beginners” studied is of great importance. The theoretical background used includes reading and its importance, Language of instruction, approaches to teaching reading and reading environments. Chomsky’s theory of language acquisition, Vygotsky’s and Situated learning theories were discussed in relation to reading. The semi-structured interviews were used as the main method of collecting data from the five reading teachers selected from four primary schools. Observation guides were also administered mainly to gather information from the eighty children who were observed and to validate the interview information.From the findings, the teachers’ used two languages (Mother Tongue and English) in teaching reading to school beginners. They used methods which do not help beginning readers to develop the reading skills properly. The teaching/learning environments not up-to-date, and the content, instructional materials used do not depict the level of learners.However, the study emphasizes that teachers’ revisit their methods, improvise and produce suitable materials, try to adapt the content and use more of the verbal communication than the written texts so as to improve the quality of reading in school beginners. It is hoped that the study has uncovered quite a number of ideas that teachers’ experience in teaching reading to beginning readers. If teachers’, other educators and parents are made aware of these issues, they may assist each other in promoting the quality of reading programmes for school beginners. Finally, a summary of findings and some recommendations are given in chapter six.