A Psycholinguistic Analysis of Reading and Learning to Read, Sixth Edition
By Frank Smith
Routledge – 2012 – 16 pages
Understanding Reading revolutionized reading research and theory when the first edition appeared in 1971 and continues to be a leader in the field. In the sixth edition of this classic text Smith’s purpose remains the same: to shed light on fundamental aspects of the complex human act of reading – linguistic, physiological, psychological, and social – and of what is involved in learning to read.
The text critically examines current theories, instructional practices, and controversies, covering a wide range of disciplines but always remains accessible. Careful attention is given to the ideological clash that continues between whole language and direct instruction and currently permeates every aspect of theory and research into reading and reading instruction. In every edition, including the present one, Smith has steadfastly resisted giving teachers a recipe for teaching reading, while aiming to help them make their own decisions, based on research about reading, which is accessible to anyone, and their experience and personal knowledge of their students, which only they possess. To aid readers in making up their own minds, each chapter concludes with a brief statement of "Issues."
Understanding Reading, Sixth Edition is matchless in integrating a wide range of topics relative to reading while, at the same time, being highly readable and user-friendly for instructors, students, and practitioners.
Introduction to the Classic Edition Preface 1. The Essence of Reading 2. Comprehension and Knowledge 3. Spoken and Written Language 4. Information and Experience 5. Between Eye and Brain 6. Bottlenecks of Memory 7. Letter Identification 8. Word Identification 9. Phonics and Mediated Word Identificatgion 10. The Identification of Meaning 11. Reading, Writing, and Thinking 12. Learning About the World 13. Learning About Written Language Notes Glossary References Author Index Subject Index
Frank Smith is recognized, both nationally and internationally, for his contributions to cognitive psychology and linguistics. His research at Harvard University on the nature of the reading process led to new insights in reading theory. He is a key originator of the modern psycholinguistic approach to reading instruction.