# Psychology of Reading
## Metadata
- Author: [[Keith Rayner]]
- Full Title: Psychology of Reading
- Category: #books
- Summary: insert summary
- My notes:
- Summary: Researchers have studied how different factors, like phonology and word characteristics, affect reading and eye movements. Studies have shown that word perception and lexical analysis play a role in how we read and understand text. Individual differences in verbal skills can also impact eye movement patterns during reading.
- Source File: Psychology of Reading Keith Rayner, Alexander Pollatsek, Jane Ashby, Charles Clifton, Jr.epub
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## NotebookLM
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## Highlights
> 
> PSYCHOLOGY OF READING
> PSYCHOLOGY OF READING
> Second Edition
> Keith Rayner
> University of California, San Diego
> Alexander Pollatsek
> University of Massachusetts, Amherst
> Jane Ashby
> Central Michigan University
> Charles Clifton, Jr.
> University of Massachusetts, Amherst
> 
> First published 2012
> by Psychology Press
> 711 Third Avenue, New York, NY 10017
> Simultaneously published in the UK
> by Psychology Press
> 27 Church Road, Hove, East Sussex BN3 2FA
> [www.psypress.com](http://www.psypress.com)
> *Psychology Press is an imprint of the Taylor & Francis Group, an informa business*
> © 2012 Taylor and Francis Group, LLC
> All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.
> *Trademark notice:* Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.
> Library of Congress Cataloging in Publication Data
> A catalog record for this book is available from the Library of Congress
> British Library Cataloguing in Publication Data
> A catalogue record for this book is available from the British Library
> ISBN: 978-1-84872-943-8 (hbk)
> ISBN: 978-1-84872-975-9 (pbk)
> CONTENTS
> [*Preface*](#None)
> *[About the Authors](#None)*
> [PART I](#None)
> [Background Information](#None)
> [1 Introduction and Preliminary Information](#None)
> [2 Writing Systems](#None)
> [3 Word Perception I: Some Basic Issues and Methods](#None)
> [PART II](#None)
> [Skilled Reading of Text](#None)
> [4 The Work of the Eyes](#None)
> [5 Word Perception II: Word Identification in Text](#None)
> [6 A Model of Eye Movements in Reading](#None)
> [PART III](#None)
> [Understanding Text](#None)
> [7 Inner Speech](#None)
> [8 Words and Sentences](#None)
> [9 Comprehension of Discourse](#None)
> [PART IV](#None)
> [Beginning Reading, Reading Disorders, and Individual Differences](#None)
> [10 Stages of Reading Development](#None)
> [11 Learning to Read](#None)
> [12 Reading Disorders](#None)
> [13 Speed Reading, Proofreading, and Individual Differences](#None)
> [14 Final Overview](#None)
> *[References](#None)*
> *[Author Index](#None)*
> *[Subject Index](#None)*
> Preface
> Reading is a highly complex skill that is prerequisite to success in many societies where a great deal of information is communicated in written form. Therefore it is important to investigate this essential behavior. In the past 40 years a great deal has been learned about the reading process from research by cognitive psychologists. This book is our attempt to summarize that work and to put it into a coherent framework. For the most part, our emphasis is on the process of reading. We are most interested in how readers go about extracting information from the printed page and comprehending the text. We will not be as concerned about the product of reading (or what people remember from what they have read). Nor will we be centrally concerned with issues about how to teach children to read. Each of these issues is addressed in the book (the products of reading in [Chapters 8](#None) and [9](#None), and learning to read in [Chapters 10](#None) and [11](#None)), but the major focus is on the moment-to-moment processes that a reader engages in during reading.
> We have written this book for advanced undergraduates and beginning-level graduate students in psychology, although we would hope that our colleagues in cognitive psychology who are interested in the process of reading will find the work useful to them. We suspect that faculty and students in Schools of Education may not find the book consistent with some of their beliefs, but we would hope that they find our point of view interesting and even persuasive. We have tried to write the text so that it is accessible to students who do not have a background in psychology. The book is divided into four sections. In Section I we provide an overview of some relevant background information that should be particularly important to readers who do not have a background in cognitive psychology. In this first section we present an analysis of writing systems and also discuss how readers recognize words. Section II deals with the work of the eyes during reading. In this section we provide basic background information on eye movements during reading, and on the important topic of how words are processed during reading. In Section III our focus changes and we investigate how readers put words together to comprehend sentences and texts. This section contains chapters on inner speech, sentence parsing, and discourse processing. Section IV deals with learning to read, various types of reading disability, and individual differences in reading (including speed reading).
> We have written this book so that the instructor need not cover all of it in a course. [Chapters 3](#None) through [5](#None) form the core of the book and subsequent chapters presuppose having read them. [Chapter 1](#None), however, can be omitted or skimmed by students who have had an undergraduate course in cognitive psychology, and [Chapter 2](#None) can be omitted or skimmed by students with a background in linguistics. [Chapter 6](#None) provides a discussion of a model of eye movement control in reading (the E-Z Reader model) and might be viewed as somewhat technical and detailed for some readers. However, we think that for the reader interested in fully understanding our position it is important reading. [Chapters 7](#None), [8](#None), and [9](#None) provide essential reading on important aspects of skilled reading. [Chapters 10](#None) and [11](#None) examine issues in reading development, [Chapter 12](#None) deals with dyslexia and reading disabilities, and [Chapter 13](#None) deals with individual differences in reading (including speed reading). Each of these sets of chapters forms a separate unit, any of which could be omitted without disturbing continuity. [Chapter 14](#None) provides a brief overview and summation of the book.
> This book is a revised and updated version of Rayner and Pollatsek (1989), which was titled *The Psychology of Reading*. Many key points from the original version of the book have survived in this new version. Obviously one big difference is that two new authors have been added. All of the authors of the present work have read, commented, and added their voice to all of the chapters in the book. However, in terms of initial drafts of the chapters, the assignments were as follows:
> KR: Chapters [1](#None), [4](#None), [7](#None), [13](#None), [14](#None)
> AP: Chapters [2](#None), [3](#None), [5](#None), [6](#None)
> JA: Chapters [10](#None), [11](#None), [12](#None)
> CC: Chapters [7](#None), [8](#None), [9](#None), [14](#None)
> We thank Paul Dukes, our editor at Psychology Press, for his enthusiasm and encouragement to write this book, and Mandy Collison, for her hard work and efficient handling of the production process. We also greatly appreciate the comments that we received from reviewers. Steven Frisson, Simon Liversedge, and Ed O’Brien reviewed the entire manuscript, and various sections of the book were reviewed by Denis Drieghe, Barbara Foorman, Catherine McBride-Chang, Manuel Perea, Erik Reichle, Tessa Warren, and Jinmian Yang. Likewise, comments by James Juola and Paul van den Broeck, who reviewed the entire earlier version, and by Morton Anne Gernsbacher, Simon Garrod, and Chuck Perfetti, who reviewed some sections of the earlier version, are also greatly appreciated.
> We hope that the citations throughout this book point to the intellectual debt we owe to other researchers. If some references are overlooked we can only say that, lik ([View Highlight](https://read.readwise.io/read/01j23d2nkd5hjn24z3jpkm6f7n))