The ability to receive information when not physically present with another person has allowed humans to communicate in a comprehensive way that was previously impossible ( Gee and Hayes, 2011). Children learn to use written language from a young age, usually through their parents teaching them letters and numbers until they begin formal education at the start of primary school. The ability to read and write exposes children to written language in all aspects of their lives. They encounter written words every day, and as they develop, they are increasingly able to understand them and apply meaning to the things they describe. As children grow, the types of written language they experience change, and as their understanding of written language increases, so does the level of difficulty and content of the texts they are exposed to. At the start of primary school, children begin to read and write words and short sentences. The written language they encounter is found in brightly colored picture books and classroom posters. As they progress through their formal schooling, they begin to read and write short stories, learn to write reports and use technology such as computers and tablets to access written information and, eventually, learn to write essays and scientific reports, to understand