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Candor requires that I disclaim any real expertise in the educational specialty of reading instruction. This probably accounts for my writing about it with such sublime confidence. I do, however, believe that I know how to read. Moreover I have related to large numbers of people who are representative of many and diverse occupational and regional sub-cultures across the United States and Canada all of whom believe that they know how to read. These people typically exhibit a rather particular pattern of thinking styles. Since thinking is related to language and language is related to reading and since they all learned to read through processes and procedures that seem quite similar, it seems reasonable to wonder whether the way in which we learn to read partially influences the way in which we think. a

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