The Cognitive Psychology of Literacy Teaching: Reading, Writing, Spelling, Dyslexia (2008)

In this book the author examines the concept of dyslexia. He begins by looking at the cognitive psychology of literacy, that is, how the brain works when it reads, writes or spells. He then looks at some interesting and unusual new ideas such as the powerful effect of affect on learning and performance, the significance of learned helplessness to learning and literacy and the enigma of consciousness in our teaching. In his final chapter, he turns his attention to developmental dyslexia, offering a thorough but sceptical scrutiny of this subject.

This book has been organized into the following eight chapter and includes chapter notes and several appendices:
Introduction - in defence of cognitive psychology and what's in this book and how it may be used
Chapter One -Some basic neurology
Chapter two - Language management.
Chapter three - The Great Debate or ‘Reading Wars’.
Chapter Four - Reading: what is it and how do we do it?
Chapter Five - The background to spelling
Chapter Six - The meta-issue
Chapter Seven - Literacy and affect
Chapter Eight - Dyslexia

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2008-09-30
APA citation
Hugo Kerr. The Cognitive Psychology of Literacy Teaching: Reading, Writing, Spelling, Dyslexia 2008. Web. 2 Jul. 2020 <http://en.copian.ca/library/research/kerr/kerr.pdf>
Hugo Kerr (2008). The Cognitive Psychology of Literacy Teaching: Reading, Writing, Spelling, Dyslexia. Retrieved July 2, 2020, from http://en.copian.ca/library/research/kerr/kerr.pdf
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