These added purposes require
that written messages be able to
stand on their own (Olson 1977).
Written language is decontextualized;
that is, the sender and receiver
of a written communication
usually do not share the same time
and space. The writer is not present
to clarify and extend his or her
message for the reader. This means
that young readers’ and writers’
extra work includes, in addition to
dealing with phonemes and letters,
dealing with decontextualization.