ABSTRACT
The awareness of the particular skill of reading can sometimes become a hindrance in the development of what reading is for: the communication and learning of ideas. Children can become entangled in the difficulty of spelling out words when they are also looking for the chance to recognize them instantly. They face the problem that the techniques fluent readers use are not merely speeded-up versions of the approaches early readers make. The breakthrough from one reading technique to another, from the consciousness of individual letters, or even individual words, to the recognition of those significant clues which translate the code into meaning, is sometimes rapid but sometimes very awkward.
