Learning from the Science of Learning: Implications for the Classroom

We consider insights from the science of learning to the processes of learning to read. We identify a number of issues that appear to us to be crucial in optimizing the reading process and note that a surprisingly high percentage of them have been overlooked in current approaches to reading instruction. Finally, we consider how these insights might be used when considering how to help dyslexic children learn to read. We hope that these analyses will point us towards achieving Harry Chasty's goal of 'teaching dyslexic children the way they learn'.