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1979•Unpublished venueOpen access

The cognitive clarity theory of learning to read

John Downing

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Abstract

We have by now completed the review of the research evidence from psychology, education, linguistics and psycholinguistics that forms the foundation for the cognitive clarity theory of learning to read. But before we come to that particular theory let us establish a context for it by a brief survey of the current situation in popular theories and methods in the teaching of reading. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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What this paper is about

We have by now completed the review of the research evidence from psychology, education, linguistics and psycholinguistics that forms the foundation for the cognitive clarity theory of learning to read. But before we come to that particular theory let us establish a context for it by a brief survey of the current situation in popular theories and methods in the teaching of reading. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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OpenAlex reports 5 citations for this work. Citation counts describe recorded attention and do not establish research quality.

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Available abstract

We have by now completed the review of the research evidence from psychology, education, linguistics and psycholinguistics that forms the foundation for the cognitive clarity theory of learning to read. But before we come to that particular theory let us establish a context for it by a brief survey of the current situation in popular theories and methods in the teaching of reading. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Key concepts: CLARITY, Psycholinguistics, Reading (process), Foundation (evidence), Context (archaeology), Cognitive science, Cognitive linguistics, Cognition

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