ABSTRACT
Children with non-'standard' language skills might have a built-in source of mismatch between text and reader which affects interactions between tutor and reader. In the general framework supplied by Urie Bronfenbrenner there is a major event which supplies the motivation to engage in independent reading: the primary developmental context within which some transmission of skill is occurring. One obvious general setting event is suggested by the definition of a primary developmental context. It is the continued availability of responsive 'experts' for one-to-one interactions within a positive relationship. More precisely, the feedback would be better matched producing more frequent and more effective forms of learning from performance-directed regulation. As for recreational reading at home there are similar data which show that a valued person who models independent reading can increase the time that a child spends reading by her or himself.
