Learning from the Science of Learning: Implications for the Classroom

Roderick I. Nicolson*, Angela J. Fawcett

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

1 Citation (Scopus)


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'.

Original languageEnglish
Title of host publicationDyslexia in Context
Subtitle of host publicationResearch, Policy and Practice
PublisherWhurr Publishers Ltd
Number of pages21
ISBN (Print)9781861564269
Publication statusPublished - 11 Feb 2008


  • Cognitive analysis
  • Dyslexic children
  • Learning
  • Orthography
  • Reading skills


Dive into the research topics of 'Learning from the Science of Learning: Implications for the Classroom'. Together they form a unique fingerprint.

Cite this