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Few works have had as profound an influence on reading research and scholarship as this classic. Originally published in 1908 and rereleased in 1968, it remains one of the most cited books in reading and related disciplines. Essential for anyone interested in the history of reading and reading instruction, it is a must-have volume for scholars seeking to deepen their understanding of the development of current thinking in the field.
With its discussion of topics from word recognition to fluency to comprehension to instructional methods, readers will find The Psychology and Pedagogy of Reading as thought provoking today as it was 100 years ago. The new introduction to this special edition, by leading scholars Michael Kamil and Elizabeth Bernhardt, highlights where Huey's work seems particularly prescient, discusses recent research that calls some of his findings into question, and speculates about the issues that he would find important in today's education climate.
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The longevity of Huey's work is impressive. It is as relevant today as it was in 1908 or 1968. Much of what he wrote could be found in many contemporary works on reading as well as in the reading research literature. In rereading Huey, we can truly see how far we have come in answering the questions surrounding how we read and learn to read.
Michael L. Kamil and Elizabeth B. Bernhardt, from the Introduction --Introduction from The Psychology and Pedagogy of Reading (Special Edition)
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