ation packaging. In short: there is an interaction between content and medium, substance and form, which needs to be assessed in the construction and selection of didactic materials.
Savage and Mrowicky (1990, p.146) identified five stages in the acquisition of literacy skills, viz.
Stage Two : Connecting written with oral languages.
Stage Three : Reading for new information.
Stage Four : Reading for different reasons.
In Stage One, the focus is on developing visual and motor skills. The target population are usually pre-literate, non-literate, or, as in the case of Japanese learners, literate but in a non-Roman alphabet. The activities mostly involved are matching and copying.
In Stage Two, the focus is on developing a recognition base of written English. The target population are usually semi-literate in a Roman alphabet, or literate in the Roman alphabet but having no knowledge of
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