This report focuses on the processes of learning to read and write in the initial phases. Two studies are presented. The first is a review of four theoretical approaches, including Jerome Bruner's representation theory, and theories of concept learning, metacognition, and metalinguistic awareness. The purpose of the literature study was to examine what aspects from each of the four theoretical fields could be relevant to the process of learning to read and write and in what ways the theories could contribute to explanations of why some children are slower in the initial phase. The second study examined 6-year-old preschool children's attitudes towards reading and writing in order to get an idea of their thoughts regarding reading and writing before beginning formal schooling. The measures used to gauge students attitudes were constructed in connection with the four theoretical fields. It is suggested that this study will contribute to knowledge of how children view reading and writing before they start school. (VWL)