ABSTRACT
From the connectionist perspective, priority is placed on learning the code as a means to fluent reading and increased comprehension. This approach is closely linked to the developmental readiness perspective where knowledge is based on elements or pieces that are then put together or connected to make a whole. Adams (1990) in the book Beginning to read notes the benefits of over-learning letter forms, grapheme-phoneme associations, and spelling patterns. Prereading and reading readiness are concepts consistent with this perspective. However, connectionist theory may be criticized for its lack of attention to writing as a way in to reading. Both Strickland and Cullinan (1990) point out that the concepts of “prereaders” and “reading readiness” are not sufficiently broad enough to take account of literacy development as being on a continuum of ever increasing competence. In addition, the notion of precompetence is discussed by Freebody (1995) as a narrow adult construction of childhood. To do well in learning literacy, a child must quickly discover what the adult’s theories of precompetence are and then the child must use the behavior appropriate or displays of being a successful beginning reader and writer.
