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LANGUAGE ISSUES IN LITERACY AND BILIGUAL/MULTICULTURAL EDUCATION . Masahiko Minami and Bruce P. Kennedy (Eds.). Cambridge, MA: Harvard Educational Review, 1991. Pp. xx + 579. $29.95.

Chapter 1 presents an overview of the variables involved in the second language reading process. Cognitive, social, and sociocognitive models of the reading process are also explored along with their applications within second language settings. Chapter 2 presents the data base in second language reading from 1973 to 1989. The research reviewed is grouped into nine major categories. The author asserts that synthesizing the data base is problematic since studies tend to differ substantially in research methodology. She calls for a refinement of the research area, specifically through attention to theory develop. ment and specification of variables. Chapters 3-5 describe readers' interactions with texts. Chapter 3 examines text-driven factors affecting comprehension, whereas chapter 4 examines knowledge<iriven factors. In chapter 5 Bernhardt synthesizes the perspectives presented in chapters 3 and 4 and presents her theory of the second language reading process, attempting to provide an integrative view in which both text-driven and knowledge-driven factors work simultaneously to lead toward comprehen­ sion. The text-driven factors are word recognition, phonemic/graphemic decoding, and syntac­ tic feature recognition. The knowledge-driven factors are intratextual perception, metacognition, and prior knowledge. The author argues that principled second language reading instruction can only proceed from a holistic view of the reading process. Chapter 6 treats reading instruction. Though little empirical evidence regarding the instruc­ tion of reading exists, an overview of the reading component as recommended by current methods books in second and foreign languages indicates a traditional approach. Bernhardt sets forth instructional principles derived from the theory and research presented in this book. These principles are based on fundamental assumptions of the reading process and are designed to guide the second language instructor in the teaching of reading. Chapter 7 discusses the assessment of reading comprehension. The author discusses tradi­ tional methods of assessment and their validity as comprehension measures before presenting the immediate recall protocol as an alternative view. Chapter 8 concludes the book with a discussion of the complexity of the reading comprehen­ sion process in a second language, underlining its interdependent nature. Directions for future research and implications for curriculum and instruction are discussed. This volume is a valuable resource for those interested in second language acquisition and/ or second language reading. The style is clear yet provocative. It is well organized and accessi­ ble to its likely readership. It argues forcefully for more principled research and instruction and effectively points out that principled instruction is best informed by principled research.