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ERIC Number: EJ356207
Record Type: CIJE
Publication Date: 1987
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Cognitive Implications of Learning to Read.
Francis, Hazel
Interchange, v18 n1-2 p97-108 Spr-Sum 1987
The possible cognitive consequences of learning to read are explored. The conditions of learning, it is argued, combine with the degree of technical mastery to affect thinking powers and conceptions of language, learning, and authority. (Author/MT)
Descriptors: Cognitive Development, Cognitive Processes, Language Patterns, Learning Theories, Literacy, Primary Education, Reading Instruction, Young Children
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A