Within such a perspective, teachers of children from five to ten years of age would give ample, explicit attention to every component of the reading circuit: from phonemes and their connections to letters; to the meanings and functions of words and morphemes (e.g., the smallest units of meaning) in sentences; to an immersion in stories that require ever more sophisticated deep-reading processes; to the daily elicitation of the children’s own thoughts and imagination in speaking and writing.
