THE MODAL TEXT IN PRIMARY EDUCATION: READING AS A FACTOR OF COGNITIVE DEVELOPMENT
THE MODAL TEXT IN PRIMARY EDUCATION: READING AS A FACTOR OF COGNITIVE DEVELOPMENT

Summary/Abstract: This article examines reading as a modal text and fundamental factor of cognitive development in primary school students, drawing on interdisciplinary theoretical frameworks. Through the analysis of perspectives offered by Maryanne Wolf (neuroscience), Lev Vygotsky (socio-cultural theory), Keith Stanovich (cognitive psychology), Alberto Manguel (phenomenology), Henry Jenkins (media convergence), and Romanian researchers Ioan Neacsu, Mihai Anitei, and Steliana Toma, the study demonstrates that reading in early education is not merely an academic acquisition but an integral restructuring of how students process reality. The article argues that reading reconfigures neural architecture, facilitates access to higher-order thinking, and serves as a multiplier of intelligence. Special attention is given to the complementarity between traditional and digital reading environments, proposing the concept of "bi-literate brain" as the new pedagogical standard for multiliteracy in the 21st century. The study concludes that investment in reflective literacy and the cultivation of reading as modal text in primary school represents the foundation upon which both academic success and the critical, creative thinking capacity of society are built.

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