ABSTRACT
This chapter centres on the youngest age levels in school. One consequence of a view of reading as a developmental skill is that reading must also be seen in relation to the middle stages of the school, the young, the group of adults in general, and the aged. If the reading development of the individual is seen in relation to the view of development taken by a number of researchers, much general research within developmental psychology leaps to the eye — Bruner, Piaget, etc. By way of example, this applies to the clarification that the intellectual development of children takes place in certain stages; the sensorimotor stage, the pre-operational stage, the concrete operational stage, and so on. The increasing demands of the information society on the reading competence of the population, and thus on the teaching of reading, are not directed exclusively to out-of-school education and adult education, or to the oldest grades in school.
