Harvard Educational Review
  1. Fall 1977 Issue »

    Reading Reconsidered

    Thomas Wolf
    During the last two centuries reading has come to refer almost exclusively to the interpretation of written material. In this article Thomas Wolf uses the etymology of the word "read" and the results of current psychological research to reveal the narrowness of this definition. Wolf reviews the research that has led to a new formulation of the reading process and emphasizes the remarkable similarities that have been found in processes underlying reading and other cognitive capacities: memory, perception, reasoning, and problem-solving. Wolf argues that by considering the connection between reading and these other processes we enrich our appreciation of reading and allow for the resurrection of the original meaning of reading as a process applicable to a variety of fields. Using the example of developments in woodcut book illustrations, Wolf examines the relations between the process of reading and the history of artistic styles. He concludes that investigators must look beyond the conventional bounds of reading theory—and other theories as well—if serious advances in human knowledge are to occur.


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    Fall 1977 Issue

    Abstracts

    Introduction
    Eugene Radwin, Maryanne Wolf-Ward
    Foreword
    Helen Popp
    From Utterance to Text
    The Bias of Language in Speech and Writing
    David R. Olson
    Two Functions of Language
    Carol Fleisher Feldman
    Trends in Second-Language-Acquisition Research
    Kenji Hakuta, Herlinda Cancino
    Learning about Psycholinguistic Processes by Analyzing Oral Reading
    Kenneth S. Goodman, Yetta M. Goodman
    Alternative Conceptualizations of Dyslexia
    Evidence in Support of a Verbal-Deficit Hypothesis
    Frank R. Vellutino
    An Interactionist Approach to Advancing Literacy
    Nan Elsasser, Vera P. John-Steiner
    The Nature of Literacy
    An Historical Exploration
    Daniel P. Resnick, Lauren B. Resnick
    Making Sense of Reading—And of Reading Instruction
    Frank Smith
    Varieties of Deficiency in the Reading Processes
    Magdalen D. Vernon
    Reading Reconsidered
    Thomas Wolf
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