1. Helping Children Learn About Reading Helping children learn about reading. Schickedanz, JA 1994. Helping children learnabout reading. Washington, DC NAEYC. 520/50¢ each or 100 for $10. http://readyweb.crc.uiuc.edu/library/1997/learnabo.html

Helping children learn about reading From the National Association for the Education of Young Children Both of these activities help children make connections between words and meaning. They also help to create a warm, safe environment for children and lead to a lifetime love of reading and learning. Some parents assume that learning to read starts with memorizing the alphabet and sounding out words, but actually the fundamentals of reading begin much earlier. Adults lay the foundation for reading every day, when they point out objects and describe what they are doing while dressing an infant, grocery shopping with a toddler, or cooking with a preschooler. The most important thing is that teaching children about reading becomes an activity that brings children closer to the caring adults in their lives. Here are some tips for families who want to help their children make connections between meaning and words. Infants Talk or sing to your baby when you change his diaper, give him a bath, feed him lunch or join him in play. Introduce cardboard or cloth books with brightly colored pictures. Be aware that at this point, your baby might enjoy looking at, tossing, or chewing the books more than being read to!

2. NPIN Virtual Library. Helping Children Overcome Reading Difficulties Communication. helping children Overcome reading Difficulties. byCarl B. Smith and Roger Sensenbaugh. ERIC Digest 1992. ED 344190 http://npin.org/library/pre1998/n00279/n00279.html

This article is provided courtesy of the ERIC Clearinghouse on Reading, English, and Communication Helping Children Overcome Reading Difficulties by Carl B. Smith and Roger Sensenbaugh ERIC Digest 1992. ED 344190 Almost everyone knows a story about the nice little youngster (or sometimes, a grownup) who works hard but can't seem to learn to read and to write. The child's mother works with him or her at home, reading to the child and reading with the child. The child has a tutor at school. The youngster tries with all his/her might, even to the point of tears, but the symbols and the words won't stick. Though apparently learned today at great pain, tomorrow they will be gone. The question is: what do we know about problem readers that will help us guide them? This digest will discuss children with reading difficulties and how these children can be helped to read and learn more effectively. Dyslexia Most children begin reading and writing by the first, second, or third grade. By the time they are adults, most can't recall or can't remember what it was like not to be able to read and write, or how difficult it was to figure out how to translate patterns on a page into words, thoughts, and ideas. These same adults usually cannot understand why some children have not yet begun to read and write by the third grade. They have even more difficulty understanding how adults can function in our society with only the most rudimentary literacy skills.

3. Helping Children Learn About Reading KS Logo, helping children learn about reading. advertisement. Credits Source. Schickedanz,JA 1994. helping children learn about reading. Washington, DC NAEYC. http://www.kidsource.com/kidsource/content3/reading.all.3.html

Helping children learn about reading advertisement Credits Source NAEYC Forums Education and Kids Related Articles Read*Write*Now! Ready*Set*Read for Families KidSource Store Raising Self-Reliant Children in a Self-Indulgent World SOS : Help for Parents Advertisement Why read a book to an infant who does not yet know the meaning of a word or of words at all? Why sing to a toddler who cannot understand your song? Both of these activities help children make connections between words and meaning. They also help to create a warm, safe environment for children and lead to a lifetime love of reading and learning. Some parents assume that learning to read starts with memorizing the alphabet and sounding out words, but actually the fundamentals of reading begin much earlier. Adults lay the foundation for reading every day, when they point out objects and describe what they are doing while dressing an infant, grocery shopping with a toddler, or cooking with a preschooler. The most important thing is that teaching children about reading becomes an activity that brings children closer to the caring adults in their lives. Here are some tips for families who want to help their children make connections between meaning and words. Infants Talk or sing to your baby when you change his diaper, give him a bath, feed him lunch or join him in play.

4. Helping Children Overcome Reading Difficulties helping children Overcome reading Difficulties. By Carl B. Smith and Roger Sensenbaugh http://www.kidsource.com/kidsource/content2/help.overcome.html

Helping Children Overcome Reading Difficulties By Carl B. Smith and Roger Sensenbaugh ERIC Digest 344190 92 advertisement Credits Source ERIC Clearinghouse on Reading and Communication Skills, Bloomington, IN. Contents Dyslexia Helping the Problem Reader Helpful Reading Materials Importance of a Positive Attitude ... References Forums Learning and Other Disabilities Education and Kids Raising our Kids Related Articles Testing For Assessment of a Reading Problem Early Ways To Predict Poor Readers Almost everyone knows a story about the nice little youngster (or sometimes, a grownup) who works hard but can't seem to learn to read and to write. The child's mother works with him or her at home, reading to the child and reading with the child. The child has a tutor at school. The youngster tries with all his/her might, even to the point of tears, but the symbols and the words won't stick. Though apparently learned today at great pain, tomorrow they will be gone. The question is: what do we know about problem readers that will help us guide them? This digest will discuss children with reading difficulties and how these children can be helped to read and learn more effectively. Dyslexia Most children begin reading and writing by the first, second, or third grade. By the time they are adults, most can't recall or can't remember what it was like not to be able to read and write, or how difficult it was to figure out how to translate patterns on a page into words, thoughts, and ideas. These same adults usually cannot understand why some children have not yet begun to read and write by the third grade. They have even more difficulty understanding how adults can function in our society with only the most rudimentary literacy skills.

5. Helping Your Child Series Publications for parents to help their children develop new skills and knowledge. Topics include homework, reading, preschool, school, and early adolescence. All are in pdf format, and some are in .doc format as well. http://www.ed.gov/pubs/parents/hyc.html

Skip Navigation Privacy, Security, Notices About ED A-Z Index ... Contact Us Search: Advanced My Profile Add to My.ED.gov Bookmarks Helping Your Child Series Helping Your Child Become a Reader Helping Your Child With Homework Helping Your Preschool Child Helping Your Child Succeed in School ... Helping Your Child Become a Responsible Citizen Ordering Information Order copies of these publications in English or Spanish. Helping Your Child Series The Helping Your Child publication series aims to provide parents with the tools and information necessary to help their children succeed in school and life. These booklets feature practical lessons and activities to help their school aged and preschool children master reading, understand the value of homework and develop the skills and values necessary to achieve and grow. Helping Your Child Become a Reader (130K) Other than helping your children to grow up healthy and happy, the most important thing that you can do for them is to help them develop their reading skills. This booklet offers pointers on how to build the language skills of young children, and includes a list of typical language accomplishments for different age groups, suggestions for books, and resources for children with reading problems or learning disabilities. (August 2002) Helping Your Child With Homework (61K) Homework can help children to develop positive study skills and habits, improve their thinking and memory abilities, and encourage them to use time well, learn independently, and take responsibility for their work. This booklet helps parents of elementary and junior high school students understand why homework is important and makes suggestions for helping children complete assignments successfully. (August 2002)

6. Helping Your Child Become A Reader helping Your Child Become a Reader includes information about why and how to use language skills (talking and listening, reading, and writing)to help young children grow into readers. Everyday activities you can do to encourage your child's love of http://www.ed.gov/pubs/parents/Reader

Mouseover preload - not necessary for function Skip Navigation Privacy, Security, Notices About ED A-Z Index ... Contact Us Search: Advanced My Profile Add to My.ED.gov Bookmarks Helping Your Child Series Helping Your Child Become a Reader Helping Your Child With Homework Helping Your Preschool Child Helping Your Child Succeed in School ... Helping Your Child Become a Responsible Citizen Ordering Information Order copies of this publication in English or Spanish. Helping Your Child Become a Reader With activities for children from infancy through age 6 Title Page Foreword Introduction Becoming a Reader Talking and Listening Reading Together Learning about Print and Books Early Efforts to Write Reading in Another Language Activities Baby Talk Books and Babies Chatting with Children ... ^ Top ^ Technical questions about the Web site: webmaster@inet.ed.gov Other inquiries/comments: customerservice@inet.ed.gov

7. NPIN Virtual Library. Helping Children Learn About Reading helping children learn about reading. Schickedanz, JA 1994. helping children learnabout reading. Washington, DC NAEYC. 520/50¢ each or 100 for $10. http://npin.org/library/pre1998/n00261/n00261.html

This article is provided courtesy of the National Association for the Education of Young Children Helping children learn about reading From the National Association for the Education of Young Children Both of these activities help children make connections between words and meaning. They also help to create a warm, safe environment for children and lead to a lifetime love of reading and learning. Some parents assume that learning to read starts with memorizing the alphabet and sounding out words, but actually the fundamentals of reading begin much earlier. Adults lay the foundation for reading every day, when they point out objects and describe what they are doing while dressing an infant, grocery shopping with a toddler, or cooking with a preschooler. The most important thing is that teaching children about reading becomes an activity that brings children closer to the caring adults in their lives. Here are some tips for families who want to help their children make connections between meaning and words. Infants Talk or sing to your baby when you change his diaper, give him a bath, feed him lunch, or join him in play.

8. ED344190 1992-00-00 Helping Children Overcome Reading Difficulties. ERIC Digest. on reading and Communication Skills Bloomington IN. helping children Overcome reading Difficulties. ERIC Digest. http://www.ed.gov/databases/ERIC_Digests/ed344190.html

ERIC Identifier: Publication Date: Author: Smith, Carl B. - Sensenbaugh, Roger Source: ERIC Clearinghouse on Reading and Communication Skills Bloomington IN. Helping Children Overcome Reading Difficulties. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC Almost everyone knows a story about the nice little youngster (or sometimes, a grownup) who works hard but can't seem to learn to read and to write. The child's mother works with him or her at home, reading to the child and reading with the child. The child has a tutor at school. The youngster tries with all his/her might, even to the point of tears, but the symbols and the words won't stick. Though apparently learned today at great pain, tomorrow they will be gone. The question is: what do we know about problem readers that will help us guide them? This digest will discuss children with reading difficulties and how these children can be helped to read and learn more effectively. DYSLEXIA Most children begin reading and writing by the first, second, or third grade. By the time they are adults, most can't recall or can't remember what it was like not to be able to read and write, or how difficult it was to figure out how to translate patterns on a page into words, thoughts, and ideas. These same adults usually cannot understand why some children have not yet begun to read and write by the third grade. They have even more difficulty understanding how adults can function in our society with only the most rudimentary literacy skills.

9. Free Worksheets And Educational Resources - Area 4 At Project HappyChild Index to free worksheets and educational resources on the Internet; links to 140,000 schools, articles on accelerated learning, free reading system, website building guide; and projects helping disadvantaged children across the world. http://www.happychild.org.uk/wks/index.htm

English deutsch italiano norsk this website has 14 main areas click any area to access AREA 4: EDUCATIONAL RESOURCES To translate this very long web page, click here and select "Web Translator" option [see Area 11 for explanation] There are - as you'll know - many educational resources on the web. Locating the specific area you require isn't always easy. The search engines are very helpful but you can spend a lot of time trawling round looking for what you need. We've made a start on Educational Resources with targeted links to the WWW Virtual Library. Each is listed with the URL so that you can print off a copy of this Index for your own reference later, if required - each link should take you to a specific page detailing many different resources linked to the subject you have chosen. There are also some non-WWWVL links like those to a wide range of free maths resources (all key stages) provided by Cambridge University, and links to a substantial range of free worksheets on the site here ( *all* our worksheets are free to print - see the Freeway page).

10. Reading Rockets Parents, teachers, tutors, and childcare providers can explore research findings, book suggestions, and practical advice for helping children learn how to read. http://redirect-west.inktomi.com/click?u=http://www.looksmart.com/og/pr%3Dcdd%3B

11. Coca-Cola And Reading Is Fundamental CocaCola with reading is Fundamental is providing children with quality books and helping to prepare and motivate them to read. http://www.youthdevelopment.coca-cola.com

var wtl_loc = document.URL.indexOf('https:')==0?'https://a248.e.akamai.net/v/248/2120/1d/download.akamai.com/crs/lgsitewise.js':'http://crs.akamai.com/crs/lgsitewise.js'; document.write(""); var wtl_TagVer = 6; var wtl_FWD = 0; var wtl_url = document.URL; var wtl_title = document.title; var wtl_TagID = 100082; var wtl_SID = "005-01-8-29-233860-100082"; var wtl_Offset = "-500"; WTL_TAG = new Image; WTL_TAG.ID = "WTL_TAG"; var ORDER= ""; var SERVER= ""; var INVOICE= ""; var CARTVIEW= ""; var CARTADD= ""; var CARTREMOVE= ""; var CHECKOUT= ""; var CARTBUY= ""; var ADCAMPAIGN= ""; //wtl_Tag6(TAG,SID,wtl_url,wtl_title,"MainContentGroup,SubContentGroup"); wtl_Tag6(wtl_TagID,wtl_SID,wtl_url,wtl_title);

12. Beginning Reading And Phonological Awareness Provides suggestions for teaching phonological awareness. Includes strategies for helping children with special needs. http://www.kidsource.com/kidsource/content2/disability.phonological.html

Beginning Reading And Phonological Awareness For Students With Learning Disabilities By Michael M. Behrmann advertisement Credits Source ERIC Clearinghouse on Disabilities And Gifted Education Contents Where Does Phonological Awareness Fit Into This Process? How Is Phonological Awareness Taught? References Forums Learning and Other Disabilities Education and Kids Related Articles Academic Interventions for Children with Dyslexia Who Have Phonological Core Deficits Phonics in Whole Language Classrooms Learning to read begins well before the first day of school. When Ron and Donna tell nursery rhymes to their baby, Mia, they are beginning to teach Mia to read. They are helping her to hear the similarities and differences in the sounds of words. She will begin to manipulate and understand sounds in spoken language, and she will practice this understanding by making up rhymes and new words of her own. She will learn the names of the letters and she will learn the different sounds each letter represents. As she gets a little older, Ron and Donna will teach her to write letters and numbers that she will already recognize by their shapes. Finally, she will associate the letters of the alphabet with the sounds of the words she uses when she speaks. At this point, she is on her way to learning to read! When she tries to read books with her parents, at school, and on her own, Mia will learn how to learn new words by sounding them out. With more practice, she will begin to recognize familiar words easily and quickly, and she will know the patterns of spelling that appear in words and the patterns of words as they appear in sentences. She will be able to pay attention not just to the letters and words, but to the meanings they represent. Ultimately, Mia will be able to think about the meaning of the text as she reads.

13. Welcome To Ty Ni A charitable run organisation, based on helping children and parents improve their skills, these include early learning, homework skills, donation to the organisation. including links to online reading sites http://www.tyni.0catch.com

Registered Charity Number: 1047689 Picture of the opening of Ty Ni 2 Pictures of the Internal Decorations Two of the Themes the children have created The Carmarthen Family Centre first opened in October 1995. It is more affectionately called "Ty Ni" (Our House), which is based on our open door philosophy. The centre is run by a management committee of 24 volunteers Additionally, the parents are actively involved in the running of the centre, five parents sit on the management committee and we have regular parents meetings to discuss ideas and projects. There are four paid staff employed by the management committee, these being: Full time Coordinator 2 Part Time playworkers 1 Part time office administrator We also have NVQ trainees and volunteers working at the centre. E-Mail Me This Website has been created as part of my BSc Degree in Information Systems Technology at Trinity College Caramarthen.

14. ReadyWeb Virtual Library: Tips For Parents helping children learn about reading helping Your Child Learn Geography helpingYour Child Get Ready for School helping Your Child Be Healthy and Fit helping http://readyweb.crc.uiuc.edu/parents.html

ReadyWeb Virtual Library: Tips for Parents Children's Book Council Getting Ready for Kindergarten Getting Ready for School Getting Young Children Ready to Learn ... Transition from Preschool to Kindergarten August 8, 2000 Artwork by Andy Kirkpatrick, age 9 and Elizabeth Reese, age 7. Return to the Virtual Library Page. Send comments to: Readyweb webmaster

15. BookPALS - Performing Artists For Literacy In Schools A program of the Screen Actors Guild Foundation, consisting of professional actors who read aloud to children at public elementary schools, helping introduce them to the world of reading and literacy. Includes book recommendations and reading tips. http://www.bookpals.net/

ookPALS is a unique all-volunteer literacy program. Professional actors visit public elementary schools in local neighborhoods to read aloud to children every week. The world of literacy and literature is then opened to these children by the very people who can make books come alive through their talent and training. More about BookPALS >> Andre Braugher Named National BookPALS Spokesperson Screen Actors Guild Foundation BookPALS National Program Director Ellen Nathan has announced that Andre Braugher ("Gideon's Crossing") has been named National Spokesperson for the BookPALS program. As spokesperson, Braugher will make appearances at literacy events representing BookPALS as well as participate in Storyline Online, an on-line streaming video program featuring SAG members reading children's books aloud. "As a parent and as an actor, children's literacy and education are vitally important to me. It is my hope that I can bring further awareness to the BookPALS program," said Braugher. "The Foundation's work is extraordinary and I am extremely proud to be associated with BookPALS." "We are honored that Andre has agreed to lend his voice and talent to BookPALS," states

16. Helping Children Overcome Reading Difficulties EDOCS-92-05 June 1992. helping children Overcome reading Difficulties.Prepared by Carl B. Smith and Roger Sensenbaugh ERIC Clearinghouse http://www.indiana.edu/~eric_rec/ieo/digests/d72.html

EDO-CS-92-05 June 1992 Helping Children Overcome Reading Difficulties Prepared by: Carl B. Smith and Roger Sensenbaugh ERIC Clearinghouse on Reading, English, and Communication Digest #72 Almost everyone knows a story about the nice little youngster (or sometimes, a grownup) who works hard but can't seem to learn to read and to write. The child's mother works with him or her at home, reading to the child and reading with the child. The child has a tutor at school. The youngster tries with all his/her might, even to the point of tears, but the symbols and the words won't stick. Though apparently learned today at great pain, tomorrow they will be gone. The question is: what do we know about problem readers that will help us guide them? This digest will discuss children with reading difficulties and how these children can be helped to read and learn more effectively. DYSLEXIA Most children begin reading and writing by the first, second, or third grade. By the time they are adults, most can't recall or can't remember what it was like not to be able to read and write, or how difficult it was to figure out how to translate patterns on a page into words, thoughts, and ideas. These same adults usually cannot understand why some children have not yet begun to read and write by the third grade. They have even more difficulty understanding how adults can function in our society with only the most rudimentary literacy skills. Dyslexia is perhaps the learning disability that is most widely known, primarily because of Barbara Bush's efforts to make adults aware of the problem of children with this and other learning disabilities. Stories about children (and adults) trying to overcome their learning disabilities appear in the mass media with some regularity. Despite the relative familiarity of the word "dyslexia," there is no clear-cut, widely accepted definition for dyslexia. In the broadest sense, dyslexia refers to the overwhelming difficulty in learning to read and write by normally intelligent children exposed to suitable educational opportunities in school and at home. These often very verbal children's reading levels fall far below what would have been predicted for their quick and alert intelligence (Bryant and Bradley, 1985).

17. NASP: A National Tragedy: Helping Children Cope - Tips For Parents And Teachers A National Tragedy helping children Cope. Tips for Parents and Teachers 6. Spend extra time reading or playing quiet games with your children before bed. http://www.nasponline.org/NEAT/terrorism.html

updated 9/17/2001, 2:55 PM EDT This handout from the National Association of School Psychologists may be used by other organizations without receiving specific permission as long as it is reprinted or posted to websites verbatim, credits NASP, and includes links to the NASP website.  More in-depth information is available now and additional information on related topics will be posted over the next few days. A National Tragedy: Helping Children Cope Tips for Parents and Teachers The recent tragic acts of terrorism are unprecedented in the American experience.  Children, like many people, may be confused or frightened by the news and will look to adults for information and guidance on how to react.  Parents and school personnel can help children cope first and foremost by establishing a sense of safety and security. As the nation learns more about what happened and why, adults can continue to help children work through their emotions and perhaps even use the process as a learning experience. All Adults Should: Model calm and control .  Children take their emotional cues from the significant adults in their lives. Avoid appearing anxious or frightened. Reassure children that they are safe and so are the other important adults in their lives. Explain that these buildings were targeted for their symbolism and that schools, neighborhoods, and regular office buildings are not at risk.

18. ED344190 1992-00-00 Helping Children Overcome Reading Difficulties. ERIC Digest. helping children Overcome reading Difficulties. ERIC Digest. Titlehelping children Overcome reading Difficulties. ERIC Digest. http://www.ericfacility.net/databases/ERIC_Digests/ed344190.html

ERIC Identifier: Publication Date: Author: Smith, Carl B. - Sensenbaugh, Roger Source: ERIC Clearinghouse on Reading and Communication Skills Bloomington IN. Helping Children Overcome Reading Difficulties. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC Almost everyone knows a story about the nice little youngster (or sometimes, a grownup) who works hard but can't seem to learn to read and to write. The child's mother works with him or her at home, reading to the child and reading with the child. The child has a tutor at school. The youngster tries with all his/her might, even to the point of tears, but the symbols and the words won't stick. Though apparently learned today at great pain, tomorrow they will be gone. The question is: what do we know about problem readers that will help us guide them? This digest will discuss children with reading difficulties and how these children can be helped to read and learn more effectively. DYSLEXIA Most children begin reading and writing by the first, second, or third grade. By the time they are adults, most can't recall or can't remember what it was like not to be able to read and write, or how difficult it was to figure out how to translate patterns on a page into words, thoughts, and ideas. These same adults usually cannot understand why some children have not yet begun to read and write by the third grade. They have even more difficulty understanding how adults can function in our society with only the most rudimentary literacy skills.

19. Helping Children With Reading Difficulties In Grades 1 To 3 Preventing reading Difficulties in Young children Catherine E. Snow, M. Susan Burns, and Peg Griffin, Editors helping children with reading Difficulties in Grades 1 to 3 http://www.nap.edu/readingroom/books/prdyc/ch8.html

Preventing Reading Difficulties in Young Children Catherine E. Snow, M. Susan Burns, and Peg Griffin, Editors Committee on the Prevention of Reading Difficulties in Young Children, National Research Council Table of contents ... PREVENTION AND INTERVENTION Helping Children with Reading Difficulties in Grades 1 to 3 As indicated in Chapters and , many children learn to read with good instruction, but some do not. And many children have problems learning to read because of poor instruction. In all cases, the question is what kinds of additional instruction (usually called "interventions" because they are not part of the regular school reading instruction) are likely to help. The purpose of providing extra instructional time is to help children achieve levels of literacy that will enable them to be successful through their school careers and beyond. It is not simply to boost early literacy achievement. Given the focus of this volume, we restrict our discussion to the primary grades; however, it is likely that children who have had interventions in the primary grades will need additional supplementary experiences in the upper grades as well. We know that the literacy demands are of a different nature for older children; as children proceed through the grades, they are expected to learn from informational text with which they may have had few experiences in the primary grades (see Fisher and Hiebert, 1990); they are expected to use text independently; and they are expected to use text for the purpose of thinking and reasoning. Long-term follow-up studies reveal that even very powerful early interventions often require "booster" sessions.

20. ED366985 1994-00-00 Helping Children Understand Literary Genres. ERIC Digest. Title helping children Understand Literary Genres. ERIC Digests (Selected) in FullText (073); Available From ERIC Clearinghouse on reading, English, and http://www.ericfacility.net/databases/ERIC_Digests/ed366985.html

ERIC Identifier: Publication Date: Author: Smith, Carl B. Source: ERIC Clearinghouse on Reading English and Communication Bloomington IN. Helping Children Understand Literary Genres. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC Our culture no longer views reading literature as simply its primary means for escape and adventure. It is now recognized that there is value in reading poems, plays, fiction, and humorous pieces, whether for enjoyment or for purposes of bibliotherapy (See Aiex, 1993). Literature should be an important part of any classroom reading program. This digest focuses on the different types of literatureliterary genresand particularly on the folktale. The analysis of different types of literature promotes cognitive development because it gives students an opportunity to apply similar skills and strategies, such as identifying themes discussed in one genrefiction, for exampleto other genres like poetry, reports, descriptive pieces, and plays (Smith, 1991). SCHEMA THEORY The major intellectual function that each literary genre provides can be examined in terms of schema theory. Schema theorists assume that concepts are organized in our minds in groups that have an understandable network, at least understandable to the individual (Bartlett, 1932).

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