ABSTRACT
There are various ways in which children learn the processes needed to be readers. We know this because most children Learn to read and they learn in very different programs. For many it does not seem to matter where the program starts, nor what order it follows. These students apparently are able to add for themselves what teachers leave unsaid. All students, however, are not able to learn despite the program or to fill in the gaps when procedures are not explicitly explained. Some children must have a program that starts where they are, proceeds according to the competencies they develop, and teaches explicitly what they do not figure out on their own.
