1. Chapter 3 notes On experimental exploration of our mental lexicons.
    1. Priming
    2. Stroop effect
    3. “Free‟ and “bound‟ morphemes
    4. Is reading visually or phonically managed?
    5. Pseudohomophone effect
    6. Pseudomember effect
    7. The interactive-activation, or distributed processing model
    8. Orthographic effect
    9. Articulatory suppression and reading
  2. Chapter 4 notes Teaching reading to adults
    1. Paired reading (apprenticeship reading)
    2. Read-along
    3. Word recognition skills – Dolch list & flash techniques
    4. Imaging skills and real world flash
    5. Reading speed
    6. Signal detection theory Risk and reading
  3. Chapter 5 notes Learning to spell
    1. Language experience The author-secretary approach.
    2. LCWC / SOS (look, cover, write, check / simultaneous oral spelling)
    3. Spelling cards for letter patterns
    4. Listening Skill (phonemic awareness training)
    5. Rools: Ar thay enny uce?
    6. The trouble with rules and “i before e‟ is no help to me
    7. Is there any alternative to learning by rules?
    8. Pattern associators and learning patterns
    9. Metalinguistic methods Roots, relations and history
    10. Using the dictionary
    11. Parts, wholes, morphemes and patterns
    12. WIDWIO (when in doubt, write it out)
  4. Chapter 6 notes Consciousness and literacy: does it matter?
    1. Why does the question grumble?
    2. A & P consciousness and petit mal
    3. How may consciousness arise?
    4. What is consciousness for?
    5. We are our unconscious – logic, Hector Projector and the half second delay
    6. Are consciousness and unconsciousness distinct and different?
    7. How might all this affect learning?
    8. Directing consciousness
    9. Effective teachers of literacy