Children's attributions of pragmatic intentions and early literacyFootnote¹

This study was reported earlier at the 16th World Congress of the International Reading Association. The author wishes to acknowledge the assistance of Jane Wakefield, who assisted with all aspects of data collection and analysis, and Mitsunori Takakuwa, for assistance in the preparation of the manuscript. The collection of data was supported by a grant to R. Watson, K. Reeder, J. Shapiro and H. Goelman from the Social Sciences & Humanities Research Council of Canada. Analysis of data was supported by a grant to Kenneth Reeder from the Hampton Fund, University of British Columbia.

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