This book examines the basic principles of the cognitive psychology of literacy and explains how insights gained from that theory can inform and improve reading, spelling, and writing instruction aimed at adults. The following are among the topics discussed in the book's eight chapters: the principles of cognitive psychology (the nervous system, humans'"two brains," the neuroanatomy of language management, the process of understanding speech and text, speaking and writing); the debate over phonics versus "real books"; the process of reading; the English spelling system; literacy and andragogy; the process of learning to read (paired reading, read-along, "flash" techniques); learning to spell (the utility of spelling rules); and writing. Presented next are chapter notes that include technical information about topics mentioned in chapters 1-8. Among the topics covered in the notes are the following: dyslexia, evidence for visual reading, spelling reform, signal detection theory, and assessment of texts' readability. Appended are the following: discussion of the probable pathways of language management; two stories written by adult literacy students; information about language experience and visual-motor learning; and an example illustrating the ubiquity of "key words." A glossary is also included. The book contains 76 references. (MN)