ABSTRACT

Over the past decade there has been a resurgence of research in psychology directed toward reading. Unfortunately, the plethora of research efforts has led us to a theoretical morass in which any one theory provides, at best only a partial explanation of the reading process. For this reason, I attempt in this chapter to combine a rather simple model (Hochberg, 1970) with a much more complex model (LaBerge & Samuels, 1974) in order to show that by accepting them as complements, we have a means of describing basic reading processes as well as a means of identifying possible loci of dysfunctions apparent in disability.