Reading from the Feet Up: The Local Work of Literacy

Abstract

Children learn to read at approximately the same stage in life as they start to master their physical environment. This article argues that some of the same mapping and schema-building strategies inform each activity, and draws on examples from a broad range of children’s books to support the idea that reading fiction and mapping one’s local surroundings work in tandem among many young children. Fictional examples include Ramona the Brave, The Moffats, and The House at Pooh Corner. As children grow, and their understanding of their own world increases, their relationship with fiction may become more complex; this proposal is discussed in relation to the works of Carolyn Keene and Enid Blyton.