This book provides research-based insights that deepen and broaden
current understandings of the nature of reading. Informed by
psycholinguistic and sociolinguistic views of
reading-as-meaning-construction, the studies build on principles of
"scientific realism"--an approach to inquiry that incorporates and
values a wide variety of methods of observation to find the most
inclusive, ecologically valid description of the reading processes
as it is observed in a variety of contexts from a wide range of
perspectives.
Focusing on how facts are discovered, developed, and used in the
construction of knowledge about reading--a data-driven and
theory-driven construction that results from observing the reading
process with a variety of tools, methods, disciplines, and
conceptual frameworks--scientific realism goes beyond rationalism
and experimentation to include studies of events and experiences,
but still satisfies even the most narrow definitions of what state
andnational lawmakers refer to as "reliable and replicable research
on reading." Each study in this volume breaks ground for a new line
of reading research underpinned by the theory of reading based in
scientific realism.
"Scientific Realism in Studies of Reading" is directed to reading
researchers, teacher educators, reading specialists, special
educators, graduate students, and related education professionals
in the disciplines of applied psycholinguistics and
sociolinguistics, and is appropriate as a text for advanced courses
in these areas.
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