This paper analyses the way English grammar is described in Grammar for reading (DfES, 2003a, 2003b) and the pedagogy that underpins the document. The following features are considered: the accuracy of the grammatical description and its evidence base, the meaning of Grammar for reading, and the evidence presented in support of this approach. While the description of English grammar at the beginning of each module is accurate and potentially helpful, the grammatical observations accompanying texts and activities are often vague and misleading. Furthermore, the value of Grammar for reading's reductive approach to engaging with texts is called into question
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