© 1979

Reading and Reasoning


Table of contents

  1. Front Matter
    Pages i-vi
  2. John Downing
    Pages 1-4
  3. John Downing
    Pages 42-54
  4. John Downing
    Pages 67-78
  5. John Downing
    Pages 79-98
  6. John Downing
    Pages 117-133
  7. John Downing
    Pages 134-145
  8. John Downing
    Pages 146-154
  9. Back Matter
    Pages 155-193

About this book


I have written this book to put forward a new theory of reading­ the cognitive clarity theory. But the book is not all theory. I have tried to show how this theory can help students, teachers and parents to improve children's education in reading at home and at school. Although the cognitive clarity theory is new, it is derived from other theories and from a wide range of educational, linguistic and psychological research. The cognitive clarity theory is thus a bringing together of the insights of many col­ leagues in these disciplines. What the theory owes to these colleagues is clearly acknowledged as the evidence is presented. But I must also be thankful for the experiences that have led me in this direction. I worked as a school teacher for nearly ten years before I became an experimental psychologist. During my years as a teacher I was often baffled by children's difficulties in learning to read. Then, only two or three years after qualifying in psych­ ology, I had the good fortune to be chosen to plan and conduct the first large scale experiment on children's reading in Britain.


children education experiment learning linguistics research school

Authors and affiliations

  1. 1.University of VictoriaCanada

Bibliographic information