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This essay will investigate Piaget' s theory of conceptual development as it applies to the teaching of reading. Piaget' s views are important as a corrective to much of the behavioral approach to reading-using contingencies of reinforcement to aid students in learning (memorizing?) basic units of language and in remembering linguistic rules. It is obvious that one can "remember" such rules but not be able to apply them to a particular situation. We will discover that this is Piaget' s main point in his criticism of behavorism.

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