According to Goodman (1990), literacy development in children is a multidimensional process which involves a number of aspects. The main emphasis in his work is on how children decide what is readable for them and under what particular context children decide about formal features to include in their writings and drawings. Basically, children have been revealed to use various hypotheses in their writing language depending on the original constructions and how the interpretations change over time. Basically, children have been found to use various units of analysis to understand a situation before they become literate about it through schooling. More so, there have been specific units like words and lines among others to represent their expressions and feelings. This paper explores some of the specific pedagogical implications of the work of Ferreiro and her colleagues on literacy development in children.