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Learning to read and write is seen as both the acquisition of skills useful in a modern society and an introduction to a world increasingly organized around the reading and writing of authoritative texts. While most agree on the importance of writing, insufficient attention has been given to the more basic question of just what writing is, that is, how best to think about writing as both a technology of communication and an instrument of thought. In this article we elaborate and defend the view that writing is distinctive not only as a technology for the visual representation of speech but more basically as a technology for taking language “off-line,” that is, as language enclosed by quotation marks. Writing, like oral quotation, provides a set of objects divorced from the speaker that persist in time and space and that can be considered and reconsidered somewhat independently of the context of expression and the intentions of the original author. Of special relevance are the units of meaning, namely, words and sentences. When writing turns words and sentences into objects of analysis, it facilitates distinctive modes of discourse such as extended prose and distinctive modes of thinking such as formal rationality. [ABSTRACT FROM PUBLISHER]

Examines the parallelism between children's mastery of the language of mind and thinking about the word. Measurement of children's mastery of verbs; Absence of direct relation between knowledge of cognitive verbs and reading skill; Relationship between reading skill and the tendency to justify answers by appealing to the text.

Previous functional imaging studies have highlighted the role of left ventral temporal cortex in processing written word forms. We explored activation and anatomical connectivity of this region in HE, a professional writer with alexia as a result of stroke affecting primarily white matter in the left inferior temporal lobe. We used a one-back visual recognition task and functional Magnetic Resonance Imaging to elicit automatic activation to various orthographic and non-orthographic stimuli. Surprisingly, HE showed cortical activation in the left mid-fusiform area during the presentation of words and word-like stimuli, suggesting that this region׳s role in processing visual words is intact despite his severely impaired reading. Diffusion Tensor Imaging data further suggest that HE shows an anatomical disconnection between the ventral temporal cortex and posterior middle temporal cortex. Together, these findings suggest that activation of word-specific regions of mid-fusiform gyrus is not sufficient to yield the conscious experience of reading in the absence of activity in downstream regions of the classical reading network. [ABSTRACT FROM AUTHOR]