“The Road Less Travelled by”: On Exploring Psychology of Reading
Keywords:
reading comprehension, psycholinguistics, decoding, literacy developmentAbstract
This paper explores the different avenues of reading psychology. The first question is: What is psychology of reading the psychology of? There is not one kind of psychology of reading but an integration of psycholinguistics, experimental psychology, neuropsychology, and education. The term neuro-socio-psycho-textlinguistics may be coined to express the current zeitgeist of the multi-disciplinary richness of reading. The next question is: Psychology of reading for what? The answer is probably learning and teaching reading, learning and teaching about reading, and learning and teaching through reading. Theories and research findings in the last decade are outlined. The interdependence of rapid, automatic decoding with and comprehending is discussed; comprehension at the sentential and discourse levels is stressed. Yet, these advances in both theories and empirical studies find their way only slowly into teaching practices and teaching programs. Much less is being done on learning about reading and through reading. Reading as literacy acquisition and development is not fully realized. Note must also be taken of the role of microcomputer technology in helping readers and the reading processes.
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