Abstract
Summary. Children's reading strategies, interpretation of sentences and awareness of structure in spoken and written forms are explored to determine how far instruction and reading materials based on linguistic principles of sentence structure might be useful in early reading. It is concluded that the difficulties of attending to a sufficient span of words, and young children's functional, rather than formal, awareness of structure make it unlikely that such instruction would be helpful for children of 5–7 years of age; that when it might be possible to attempt such an approach they can already read and interpret simple sentences; and that the interpretation of sentences rests more on a grasping of semantic content and appropriateness than on a full structural analysis.
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