ABSTRACT
One of the interesting trends in cognitive psychology over the past 15 or 20 years has been the growing interest in reading, both as an experimental task and an object of study. The beginning of this interest was marked, and to a degree instigated, by the now-classic papers by Reicher (1967) and Wheeler (1970) on the word-superiority effect. However, coincident with the appearance of these two papers was the republication in 1968 of Edmund Burke Huey’s classic volume The Psychology and Pedagogy of Reading (1908), and that event, possibly more than any other, may be the real basis for the current interest in reading.
