ABSTRACT
During the past two decades, considerable progress has been made towards understanding the processes involved in reading (cf., Just & Carpenter, 1987; Rayner & Pollatsek, 1989). The preceding chapters have documented much of this progress. Consider for example, the progress made since Neisser's classic book Cognitive Psychology (1967) was published. In Neisser's book there was considerable discussion of processes tied to pattern and word recognition, and relatively little devotion to understanding processes involved in sentence and text comprehension. In addition, to further developments in understanding processes tied to simple word recognition, at least half of the present volume is devoted to higher level sentence and text processing. Our guess is that Huey would be quite pleased with the progress that has been made since his classic work (The Psychology and Pedagogy of Reading) was published in 1908.
