Abstract
The concept of development has three faces, one looking towards natural or universal features of developing ability, another towards logical analysis of the structure of what is to be learned, and a third towards culturally imposed requirements and guidance.Theories of developmental stages in the psychology of learning to read may have their roots in any of the three positions, but it is easy to confuse them.
In this paper an attempt is made to use empirical studies and educational reports to show how developmental stages may be curriculum fostered, rather than logically or psychologically based in the process of learning to read.
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