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What is reading? In this groundbreaking book, esteemed researchers
Ken Goodman, Peter Fries, and Steven Strauss, explain not only what
reading really is but also why common sense makes it seem to be
something quite different from that reality. How can this grand
illusion be explained? That is the purpose of this book. As the
authors show, unraveling the secrets of the grand illusion of
reading teaches about far more than reading itself, but also about
how remarkable human language is, how the brain uses language to
navigate the world, what it means to be human. Each author brings a
different perspective, but all share a common view of the reading
process. Together they provide a clear and surprising exposition of
the reading process, in which they involve readers of this book in
exploring the ways they themselves read and make sense of written
language while their eyes fixate on fewer than 70 percent of the
words in the text. In addition, the authors engage in a
cross-disciplinary discussion about how readers use the brain,
eyes, and language in reading. The different perspectives provide
depth to the authors' description of reading. The information
presented in this book will be new to many teachers, researchers,
teacher educators, and the public alike. The final chapter draws on
the understandings from the book to challenge the treatment of
reading and writing as school subjects and offers the basis for
supporting literacy development as a natural extension of oral
language development.
What is reading? In this groundbreaking book, esteemed researchers
Ken Goodman, Peter Fries, and Steven Strauss, explain not only what
reading really is but also why common sense makes it seem to be
something quite different from that reality. How can this grand
illusion be explained? That is the purpose of this book. As the
authors show, unraveling the secrets of the grand illusion of
reading teaches about far more than reading itself, but also about
how remarkable human language is, how the brain uses language to
navigate the world, what it means to be human. Each author brings a
different perspective, but all share a common view of the reading
process. Together they provide a clear and surprising exposition of
the reading process, in which they involve readers of this book in
exploring the ways they themselves read and make sense of written
language while their eyes fixate on fewer than 70 percent of the
words in the text. In addition, the authors engage in a
cross-disciplinary discussion about how readers use the brain,
eyes, and language in reading. The different perspectives provide
depth to the authors' description of reading. The information
presented in this book will be new to many teachers, researchers,
teacher educators, and the public alike. The final chapter draws on
the understandings from the book to challenge the treatment of
reading and writing as school subjects and offers the basis for
supporting literacy development as a natural extension of oral
language development.
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