Bringing together neurological assessments of reading and cognition, this provocative volume, originally published in 1985, presents eight major and sometimes controversial studies on the parts and patterns of the reading process. With comprehensive coverage ranging from psycholinguistics and education to neurophysiology, these studies highlight new directions in the field at the time. The contributors support an interactive rather than dichotomous model of brain function, and stress individual differences in assessing reading and cognitive skills.
Introduction Bruce R. Dunn. List of Contributors. 1. Linguistic and Psycholinguistic Perspectives on Brain Mechanisms and Language Jerry Zutell 2. Bimodal Processing and Memory for Text Bruce R. Dunn 3. Cardiovascular Relationships to Attention and Thinking Curt A. Sandman and Barbara B. Walker 4. The Utility of Psychophysiological Measures for Reading Research Victor M. Rentel, Christine Pappas and Barbara Pettegrew 5. Emotional Stress: Psychophysiologic Effects on Learning and Health Samuel A. Corson and Elizabeth O’Leary Corson 6. Asymmetric Brain Specialization: Proposed Relationship Between Its Development and Cognitive Development R. Harter Kraft 7. A Metalanguage of Text Harold B. Pepinsky 8. The Neuroscience and Educational Practice: Asking Better Questions Marlin L. Languis and R. Harter Kraft.
The psychology of reading investigates the process by which readers extract visual information from written text and make sense of it. Psychology Library Editions: Psychology of Reading (11 Volumes) brings together as one set, or individual volumes, a small series of previously out-of-print titles, originally published between 1980 and 1995. The set includes topics such as dyslexia and the relationship between speech and reading.