Abstract
Abstract Learning to read and write is a highly complex, cognitive process; yet too often literacy instruction treats it simplistically by emphasizing visual/psychomotor skill learning to the exclusion of thought development. Despite nearly three decades of research into cognitive processes which has yielded a plethora of information about how we learn (Russell, 1959; Hyden, 1969; Dalby and Gibson, 1981), classroom application lags seriously behind theory. Recently, research in metacognition, or how learning is regulated by the individual, suggests that knowledge of specific cognitive processes can aid teachers in improving the cognitive performance of students (Guthrie, 1982). How such improvement might take place through a holistic approach to education is the subject of this paper.
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