Investigated a cognitive developmental explanation of reading in a longitudinal study comparing the development of conceptual reasoning and oral language in 148 Australian children during their first 5 yrs of school. The relationship of these variables to reading was also examined. Ss were tested in these areas at the end of each school year. The development of conceptual reasoning (operativity) was found to be more surgent and discontinuous, whereas oral language was more stable and continuous. Conceptual reasoning exerted both direct and indirect effects on reading that were distinct from the effects of oral language. These effects did not seem to be explained by the influence of language awareness or reading instruction. The nature of developmental change in reading-related capacities and its implications for learning to read are discussed.
|Number of pages||24|
|Journal||Genetic, social, and general psychology monographs|
|Publication status||Published - Nov 1988|