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The last 20 years have witnessed a revolution in reading research. Cognitive psychologists, using high-speed computers to aid in the collection and analysis of data, have developed tools that have begun to answer questions that were previously thought unanswerable. These tools allow for a "chronometric," or moment-to-moment, analysis of the reading process. Foremost among them is the use of the record of eye movements to help reveal the underlying perceptual and cognitive processes of reading. This volume provides a coherent framework for the research accomplished on the reading process over the past 15 years. It emphasizes how readers go about extracting information from the printed page and how they comprehend the text.

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• Preface(p. ix)
• Part 1 Background Information(p. 1)
• Chapter 1 Introduction And Preliminary Information(p. 3)
• Chapter 2 Writing Systems(p. 28)
• Chapter 3 Word Perception(p. 60)
• Part 2 Skilled Reading Of Text(p. 111)
• Chapter 4 The Work Of The Eyes(p. 113)
• Chapter 5 Eye-Movement Control During Reading(p. 153)
• Chapter 6 Inner Speech(p. 188)
• Part 3 Understanding Text(p. 217)
• Chapter 7 Words And Sentences(p. 219)
• Chapter 8 Representation Of Discourse(p. 264)
• Part 4 Beginning Reading And Reading Disability(p. 323)
• Chapter 9 Learning To Read(p. 325)
• Chapter 10 Stages Of Reading Development(p. 359)
• Chapter 11 Dyslexia(p. 393)
• Part 5 Toward A Model Of Reading(p. 437)
• Chapter 12 Speedreading, Proofreading, And Individual Differences(p. 439)
• Chapter 13 Models Of Reading(p. 461)
• References(p. 481)
• Author Index(p. 517)
• Subject Index(p. 525)

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CHOICE Review

This is the second recent and comprehensive textbook on the psychology of reading (the other being M.A. Just and P.A. Carpenter's The Psychology of Reading and Language Comprehension, 1987). Both coincidentally derive from original experimentation of eye movements, but of the two, The Psychology of Reading is the more uniformly grounded in experimental psychology. It is not that Rayner and Pollatsek exclude such traditional topics in the area as the evolution of writing systems, teaching methods, or dyslexia; the authors integrate both classical evidence and the newest experimental findings available on these subjects into their coverage. But the emphasis here is relatively less on linguistic plausibility and relatively more on laboratory facts. Moreover, excellent chapters review the truly vast literatures that have recently accumulated about word perception, inner speech, and discourse representation. Well suited to advanced students with a background in either cognitive psychology or in reading theory, this book might be hard going for those with neither. -R. G. Crowder, Yale University