How children learn to read for meaning

Abstract

Now that we have described the cognitive clarity theory of learning to read and presented the evidence that supports it, we may turn to practical questions about the teaching of reading. The cognitive clarity theory helps us to choose methods that should develop the child’s understanding of the two categories of linguistic concepts that have been emphasized in Chapters i and 2. In this chapter we shall focus on the first category — concepts of the communication functions of written or printed language. This category is being discussed first because it is of primary importance. It is a waste of time teaching children how to read if they do not learn the value of reading. Rousseau wrote:

I would rather he [Emile] would never know how to read than to buy his knowledge at the price of all that can make it useful. Of what use would reading be to him after he had been disgusted with it for ever ?