ABSTRACT
Children often know things from their writing that they fail to use when solving problems in reading. Some children keep home and school spaces rigidly separate, believing they are unrelated. Transfer involves overcoming apparent dissimilarities between activities. Thinking flexibly and metaphorically involves expanding the imagination, and what-if questions insist on an imaginative act. Hypotheticals are the stuff of invention. The task analysis maintains choice and opens the possibility for later strategic planning in writing. Unfortunately, it remains possible (perhaps even common) for learners to leave school believing that they know a great deal yet unable think for themselves, not seeing themselves as active, inquiring individuals. The more the people help children build a sense of themselves as inquirers and problem-solvers, and the less they see boundaries between domains of inquiry, the more they are likely to transfer their learning into the world beyond school.
