Reading acquisition: A cognitive perspective

Abstract

This paper argues that current practice in schools and teacher education institutions in the Eastern Caribbean tends to emphasize the teaching rather than the learning of reading skills. It is felt that the adoption of a pupil focus is essential, especially at the beginning reading stage. It is further argued that the major task of initial reading acquisition is to cope with the cognitive demands underlying the abstract nature of the act of reading. The paper suggests that current practice in classrooms as well as in teachers' colleges needs to be informed by a cognitive perspective, if the conceptualization of initial reading instruction, and the planning of necessary diagnostic remedial procedures are to be more relevant to actual pupil needs