ABSTRACT
Children learning language can also be seen as adopting different strategies. They do so at different times or under different conditions in order to solve communication and learning tasks posed by their linguistic environments. If children perform with an intention to gain the author's meanings rather than, for example, to identify individual words, and conditions enable them to do it, readers' strategies can be seen as 'anticipatory'. Of critical concern in the child's contribution are the extent of performance-directed regulation, the strategies by which perturbations in performance are overcome, and the learning activities which are expressed in the strategies. Learning involves attempts to solve problems set by children's immediate environments. The development of reading skill would be predicted to be facilitated to the extent that the contexts are available for learners. The concept of setting events is a generalization about influences on learning. It summarizes findings from different areas of behavioural research.
