The use of written language in the primary school English classroom has been subject to a long standing debate among foreign language teachers as well as researchers. Arguments range from a fear of overtaxing young learners on the con side to the learners’ desire and capability of coping with reading and writing on the pro side. Current research shows evidence towards young learners profiting from an early introduction to written English. This chapter outlines the history and current state of reading and writing in the primary school EFL classroom, including an insight into the arguments of the so-called debate on early biliteracy. The need for differentiated English teaching and cohesiveness in the primarysecondary school transition to successfully foster these competences is also discussed.