The National Curriculum Framework 2005 includes the section Learning to read and write under the heading Language and it is therefore important to briefly look at how early literacy as part of education linguistics in schools was covered in the NCF. It says that speaking, listening, reading and writing are the four communication skills (NCF, 2005, p.40) essential for children to succeed in school. Instead of making students sit silently in classrooms, their speech should be considered as a way of expression and group discussions among them should be encouraged. Listening skills teach them to be attentive, to respect the opinions of others and to interpret what is said in different ways. Folklore and music can be used to make compositions interesting for students to listen to. Regarding reading, the use of memorizing information-rich books has been criticized and libraries are being strengthened with supplementary material that is useful and attractive to students. recommended. The contribution also highlights the reasons why students have difficulty learning to read in schools. Some of the problems are inadequate pre-service and in-service training of teachers for reading pedagogy, inability of teachers to decide on the approach (phonic or whole language) for teaching reading, decontextualized textbooks that make it boring for students, especially first-class students. generation of students (NCF, 2005, p.41). Suggestions regarding measures that can be implemented to help students learn to read include: providing a print-rich environment, teaching letter-sound correspondence, encouraging children to write down their experiences and then asking them to read the same, for first generation students, read supplementary...... middle of paper ......d phonetic method for teaching reading. The phonetic method prepares children to write and pronounce an infinite number of words correctly, allowing them to read texts of various levels. The comprehensive linguistic approach allows them to make meaning of texts without having to memorize limited vocabulary. Students who undergo such a process of learning to read are able to read fluently and understand texts. This methodology is also eclectic in the sense that it focuses on children's efforts to make meaning and not on their mistakes. The child is helped at every stage to improve by giving each individual the opportunity to work on their own problems and ultimately master reading and writing skills. The PSS approach also effectively implements the recommendations made in the NCF 2005 to improve the literacy skills of school-going children, regardless of their background..