Introduction and Background
The relationship between reading and thinking for the non—literate is either non existent, not decipherable or simply not a reality. To the non-schooling literate individual, the relationship would seem far—fetched or only taken note of when presented with sporadic situations which call for reading and thinking in day to day living. For the greater majority of those in school, there is everything to be said about reading and thinking. To begin with, all the curriculum materials the learner uses need to be read to understand concepts being conveyed. To fully understand the concepts in
their correct perspectives, as well as effectively use them both for coping with the daily occurrences in the environment and as armour for later life, the learner needs to think about what is read.