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Progress in Understanding Reading: Scientific Foundations and New Frontiers Paperback – April 21, 2000

ISBN-13: 978-1572305656 ISBN-10: 1572305657 Edition: 1st

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Product Details

  • Paperback: 536 pages
  • Publisher: The Guilford Press; 1 edition (April 21, 2000)
  • Language: English
  • ISBN-10: 1572305657
  • ISBN-13: 978-1572305656
  • Product Dimensions: 9.2 x 6.2 x 1.1 inches
  • Shipping Weight: 1.7 pounds (View shipping rates and policies)
  • Average Customer Review: 4.5 out of 5 stars  See all reviews (2 customer reviews)
  • Amazon Best Sellers Rank: #167,604 in Books (See Top 100 in Books)

Editorial Reviews

Review

"This book is a tour de force in which Keith Stanovich reflects on his lifetime of pioneering research in the field of reading acquisition and disabilities. Presented are classic papers published over more than two decades, together with lucid discussions of Stanovich's current thinking on each topic. Readers gain the rare opportunity to observe how a scientist of this caliber develops his ideas and arguments over time, and why. Of particular relevance to readers interested in language and literacy disabilities are Stanovich's arguments for using theories of normal processing to constrain theories of reading disability; his case for seeing phonological problems as the source of most reading disabilities; and the evidence he presents on how the gap between poor and good readers widens with age."--Judith F. Duchan, PhD, State University of New York at Buffalo

"This superbly written work will serve as a monument to many of the late 20th century's remarkable scientific achievements in the field of reading acquisition and reading disabilities. It is also a moving personal testament to an exceptionally creative scientist, profound thinker, and humanist. The volume will be an invaluable resource for graduate students and researchers in education and psychology, as it reveals not only many of the psychological mysteries of reading, but also the inner workings of the practice of science." --David L. Share, PhD, Faculty of Education, University of Haifa, Israel

"Keith Stanovich weaves many of his important papers into a splendid tapestry of programmatic research." --Philip B. Gough, PhD, Barbara Pierce Bush Regents Professor, University of Texas at Austin

"Keith Stanovich takes us on a personal tour of nearly 25 years of research and controversy in reading. We get some of his best papers--papers very important to the field--reprinted in one volume. The new material that interleaves these papers gives rich inside views on the process of research and its historical and social contexts. The 'Best of Stanovich,' as one would expect, is very good indeed." --Charles A. Perfetti, PhD, Professor of Psychology and Linguistics, University of Pittsburgh
 

From the Back Cover

"This superbly written work will serve as a monument to many of the late 20th century's remarkable scientific achievements in the field of reading acquisition and reading disabilities. It is also a moving personal testament to an exceptionally creative scientist, profound thinker, and humanist. The volume will be an invaluable resource for graduate students and researchers in education and psychology, as it reveals not only many of the psychological mysteries of reading, but also the inner workings of the practice of science." David L. Share, PhD, Faculty of Education, University of Haifa, Israel

More About the Author

Keith E. Stanovich is currently Professor of Human Development and Applied Psychology at the University of Toronto. His book, What Intelligence Tests Miss, won the 2010 Grawemeyer Award in Education.

Stanovich is the author of over 200 scientific articles. In a three-year survey of citation rates during the mid-1990s (see Byrnes, J. P. (1997). Explaining citation counts of senior developmental psychologists. Developmental Review, 17, 62-77), Stanovich was listed as one of the 50 most-cited developmental psychologists, and one of the 25 most productive educational psychologists (see Smith, M. C., et al., Productivity of educational psychologists in educational psychology journals, 1997-2001. Contemporary Educational Psychology, 28, 422-430). In a citation survey of the period 1982-1992, he was designated the most cited reading disability researcher in the world (Nicolson, R. I. Developmental dyslexia: Past, present and future. Dyslexia, 1996, 2, 190-207).

Stanovich is the only two-time winner of the Albert J. Harris Award from the International Reading Association for influential articles on reading. In 1995 he was elected to the Reading Hall of Fame as the youngest member of that honorary society. In 1997 he was given the Sylvia Scribner Award from the American Educational Research Association, and in 2000 he received the Distinguished Scientific Contribution Award from the Society for the Scientific Study of Reading. Stanovich is a Fellow of the American Psychological Association (Divisions 3, 7, 8, & 15), the American Psychological Society, the International Academy for Research in Learning Disabilities, and is a Charter Member of the Society for the Scientific Study of Reading. He was a member of the Committee on the Prevention of Reading Difficulties in Young Children of National Research Council/National Academy of Sciences.

From 1986-2000 Stanovich was the Associate Editor of Merrill-Palmer Quarterly, a leading journal of human development. His introductory textbook, How to Think Straight About Psychology, published by Allyn & Bacon, is in its Ninth Edition and has been adopted by over 300 institutions of higher education. He is the author of five other books, including What Intelligence Tests Miss: The Psychology of Rational Thought (Yale University Press), The Robot's Rebellion: Finding Meaning in the Age of Darwin (University of Chicago Press), Decision Making and Rationality in the Modern World (Oxford University Press), and Progress in Understanding Reading (Guilford Press).

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1 of 1 people found the following review helpful By Jared M. Stein on April 7, 2011
Format: Paperback Verified Purchase
In case you didn't read the summary, Progress in Understanding Reading is a collection of significant articles from 25 years of research on reading by Keith Stanovich, interspersed with Stanovich's insights and reflective commentary. The chapters themselves cover a good range of topics, and appropriately highlight some of Stanovich's most impactful and enduring work, e.g. the interactive-compensatory model, which suggests poor readers use contextual information to compensate for weaknesses in decoding or textbase formation. The book concludes with a strong critique of the Reading Wars, specific disappointment in the political left (though Stanovich is outspokenly progressive, and takes potshots at conservatives) for blindly favoring whole language, and an argument for science-based approaches in the future.
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By G. Vasoli on December 19, 2012
Format: Paperback Verified Purchase
As a doctoral student in Reading and Language Arts, this has been a great resource and aid in finding the research that is the basis for reading process understanding.
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