This book is concerned mainly with the psychology of learning to read and with related linguistic phenomena. In Chapter 5 we drew a map of the child’s situation on coming to school and beginning to acquire literacy skills. For the reader’s convenience that map is reproduced again here. From it one can see immediately that almost all of our discussion thus far has been about the upper part of that diagram. The cognitive clarity theory, briefly, is that the pupil learning to read uses his previously acquired knowledge, derived from past experiences of spoken language, to reason about reading instruction. In this present chapter we shall turn to the problem indicated by the item in the lower part of the diagram, other factors in the individual or his environment.
KeywordsReading Instruction School Building Reading Achievement Affective Variable Remedial Reading
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