Abstract
The importance of children’s literacy for formal education is almost universally accepted, and its significance for the individual in exercising and claiming political and social rights and dues is widely recognised; hence the vast extent of national and international resource and concern attached to its development. However, there are other possible consequences of the experience of learning to read, and in this paper I shall outline some of these as they bear on the nature of children’s thinking. In particular I shall consider conceptions of language, of learning and of authority.
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Francis, H. (1988). Learning to Read — Some Possible Consequences for Thinking. In: Säljö, R. (eds) The Written World. Springer Series in Language and Communication, vol 23. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-72877-8_9
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DOI: https://doi.org/10.1007/978-3-642-72877-8_9
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