ABSTRACT
The learning arose out of strategic problem-solving which was initiated and controlled entirely by the learner. A perturbation exists when a learner becomes aware of a problem. When learning to read, a performance which is inaccurate or inexact poses specific problems. Specific difficulties and the general problem posed by modularization represent quite distinct occasions where a more skilful person might provide input, even to the extent of increasing the salience of the perturbation. Skilful behaviour has an impressive structure which Luria's description of a 'kinetic melody' captures so well. The structures resulting from integration and differentiated elaboration then go through the process of modularization, becoming automatic. The schema associated with performance strategies specify different levels of information at different stages of development. The learning arose out of strategic problem-solving which was initiated and controlled entirely by the learner. It illustrates the characteristics of learning via performance-directed regulation.
