ABSTRACT
Insight is given into a long-term study regarding the acquisition of reading and writing skills. The criteria which are set out in order for discussion on an interpretation of learning processes at school, are well-founded in the psychology of thinking and in the theory of cognition. They can help to identify difficulties in learning at an early stage. For the research team under the author's direction, the aim of analysing the acquisition of reading and writing skills in view of the development of cognitive processes is to discern the difficulties in learning with more details and earlier than up to now, and to apprehend these in view of their position in the process of learning. Another aim of the research is to provide a basis for pedagogical and didactical decision regarding the curriculum and in view of individual help.
