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Eleanor J. Gibson & Harry Levin, The Psychology of Reading . Cambridge, Mass.: MIT Press, 1975.

In The Psychology of Reading Professors Gibson and Levin present a general review of the knowledge and research relating to reading. The book sums up their study and research which began with Project Literacy at Cornell University and has continued until the present time. It might be considered a kind of report from the front. So compelling is the authors' sense of mission and so contagious is their enthusiasm that we are almost persuaded that through these efforts the fragmentation and confusion that has plaqued the theory and practice of reading will be resolved. The book is divided into three parts. Part I deals with the psychological and linguistic nature of the reading process. Reading, we are told, cannot be explained by a S-R model of associative learning. Neither is it a simple decoding of soundsign correspondences. Reading is rather an active process of extracting information from a text. Defined this way, perceptual learning is of foremost importance. It is adaptive, active, selective, and differentiating-properties it shares with cognition. Viewed this way, perception as well as cognition differentiates distinctive features, creates symbolic representations, abstracts invariant relations, and discovers structures -just those functions, it so happens, that are necessary for the development of language and, by extension, literacy. Part II deals with the acquisition of reading beginning with pre-reading skill which relates auditory and graphic ability to the reading process. Three programs which operate by analyzing reading in terms of component skills were discussed in relationship to learning to read: the University of Pittsburg Program, the Stanford Computer Assisted Reading Program, and the Project Literacy MultiLevel Program in which the authors participated. To their everlasting credit, the authors do not claim their program to be 'teacher proof. Indeed, the skilled teacher is their primary resource and the whole thrust of this book is to deepen the teacher's and the teacher-to-be's understanding of the nature of the reader and the nature of the reading process in the conviction that children learn best through a creative interaction with an informed teacher selecting among an assortment of methods and materials those best suited to specific groups of children at specific times. The last half of Part II is devoted to skilled reading, comprehension, and models of reading process in mature readers. Factors which influence learning from reading are classified as those inherent in the text linguistic style, paragraph structure, abstract ideas, memory aids and those inherent in the reader organizing activities, interests, motivation, etc. Information processing models of reading were described. The major principles of these models encompass active and flexible processing strategies changing to meet the demands of the text and the purpose of the reader. This is