Since the 1970s, much has been learned about the reading process from research by cognitive psychologists. This book summarizes that important work and puts it into a coherent framework.

Incorporating cognitive, neuropsychological, and sociocultural perspectives, this authoritative text explains the psychological processes involved in reading and describes applications for educational practice. The book follows a clear developmental sequence, from the impact of the early family environment through the acquisition of emergent literacy skills and the increasingly complex abilities required for word recognition, reading fluency, vocabulary growth, and text comprehension. Linguistic and cultural factors in individual reading differences are examined, as are psychological dimensions of reading motivation and the personal and societal benefits of reading. Pedagogical Features *End-of-chapter discussion questions and suggestions for further reading. *Explicit linkages among theory, research, standards (including the Common Core State Standards), and instruction. *Engaging case studies at the beginning of each chapter. *Technology Toolbox explores the pros and cons of computer-assisted learning.

In this book, two psychologists apply principles of cognitive psychology to understanding reading. Unlike most other books on the subject, this one presents a consistent theoretical point of view and applies it to the acquisition of reading and what the skilled reader does.The first part of The Psychology of Reading covers perceptual learning, the development of cognitive strategies, the development of language, the nature of writing systems, and an extensive review of the research on word recognition.In the second part of the book, the authors look closely at abilities that children bring to school before learning to read. They describe the acquisition of initial reading skills and transition to skilled reading, the nature of the reading process in adult readers, and the ways people learn from reading.The book's third part takes up questions people frequently ask about reading -- such as reading by deaf children, dyslexia, the influence of nonstandard dialects on learning to read, comparison of reading achievement across different nations and different languages, and the debatable virtues of "speed reading."The authors conclude that reading cannot be understood simply as associative learning -- that is, the learning of an arbitrary code connecting written symbols and their sounds. Reading involves higher-level mental processes such as the discovery of rules and order, and the extraction of structured, meaningful information.

Such Stuff as Dreams: The Psychology of Fiction explores how fiction works in the brains and imagination of both readers and writers. Demonstrates how reading fiction can contribute to a greater understanding of, and the ability to change, ourselves Informed by the latest psychological research which focuses on, for example, how identification with fictional characters occurs, and how literature can improve social abilities Explores traditional aspects of fiction, including character, plot, setting, and theme, as well as a number of classic techniques, such as metaphor, metonymy, defamiliarization, and cues Includes extensive end-notes, which ground the work in psychological studies Features excerpts from fiction which are discussed throughout the text, including works by William Shakespeare, Jane Austen, Kate Chopin, Anton Chekhov, James Baldwin, and others

Examines the social forces that have shaped reading, discusses the nature of reading skills, and suggests connections between reading and dreaming and hypnotic trance

The Psychology of Reading provides a fair and coherent overall picture of how reading is done and how it is best taught. It aims to relate reading to writing systems, analyze the process of reading from several viewpoints using research from diverse disciplines, and develop a model of reading to explain reading processes all the way from letter recognition to reading whole texts. The book describes how children learn to read in different scripts, by different methods, and at different ages. It discusses different components of reading—eye movements, letter and word recognition, sentence and prose reading, and so on, in beginning readers, in skilled or unskilled readers, as well as dyslexic readers. Brain-damaged patients with selective impairment of different components provide a ""natural laboratory"" to compare reading processes within one script as well as across different scripts. The more types of readers, scripts, and components examined, the better the picture of reading processes drawn. This book is a text for college students as well as a reference book for professionals in psychology, education, linguistics, and other related fields.