Author: grabe

I read a lot, but aside from posting short reactions to Goodreads I seldom write longer reviews. I was able to get the book club I attend that typically focuses on history, economics, and writing to read my suggestion – Adrian Jones’ The Science of Reading. Despite the departure from our standard fare, the breadth of the issues covered using reading and learning to read as a base resulted in many engaging discussions. The present political interest of some states in mandating how children should be taught to read, the history of the “reading wars”, the big money up for grabs in school purchases of instructional materials (books), how digital technology changed reading, and why this particular skill is so important have encouraged broader interest in how best to prepare readers and in how we all engage with text. There is something for nearly everyone here.

The three books I will comment on cover these topics with different emphases. The Science of Reading (Jones) offers the strongest historical perspective. Reader, Come Home (Maryann Wolf) emphasizes a brain-based perspective. Willingham’s The Reading Mind approaches the set of topics from a cognitive perspective. All are approachable and as an educational psychologist with a cognitive background, I see value in how different perspectives support and supplement each other. 

Adrian Johns’s “The Science of Reading: Information, Media & Mind in Modern America” 

Johns covers the scientific study of reading from the 1880s to the present and argues that understanding the history of the science of reading is essential to understanding broader historical changes in knowledge, information, and technology. He achieves this by tracing the evolution of how reading has been perceived and taught, particularly in the United States, where reading has been closely linked to concerns about effective participation in a democracy. The assumed connection between reading and the economy and reading and informed citizenship are reflected in the long-term interest of politicians in this subject area. 

The book begins by examining the origins of the science of reading, which can be traced back to the late 19th century, and the interest of scientists in the movement of the eyes (saccades) while reading. Early researchers like James McKeen Cattell (a name many might recognize from an Introduction to Psychology class) focused on the psychophysical aspects of reading, conducting experiments to measure reaction times and investigate how the human eye processes visual information. Cattell’s research led him to advocate for teaching reading through whole-word identification, a method that gained traction in American schools. For those involved in or recognizing the battle over how best to teach reading, the alternative extremes are to emphasize word recognition or sounding out words by what most would describe as phonics. 

However, as Johns illustrates, the science of reading was not solely driven by laboratory findings. An emphasis on mass literacy further fueled the development and adoption of different reading methods, reflecting the intertwined nature of scientific inquiry and societal needs.

Edmund Burke Huey’s influential 1908 book, “The Psychology and Pedagogy of Reading”, marked a crucial shift in the field, arguing that reading was not merely a mechanical skill but a complex social activity shaped by readers’ experiences. Huey emphasized the importance of “apperceptive filling in,” where readers constantly make inferences based on clues from the text, highlighting the active and constructive nature of reading comprehension. Huey remained influential and my own introduction to reading as a fascinating area of study included my reading of an updated edition of Huey’s book in the 1960s. The word recognition position became integrated with the use of context to form one of the two alternative positions proposing how kids should be taught to read. 

Johns dedicates considerable attention to the “reading wars,” the ongoing debates between proponents of phonics-based instruction and those favoring whole-language approaches. He argues that these debates, often framed as a simplistic this or that options, fail to capture the complexity of reading acquisition and the nuances of effective teaching methods. However, as one might recognize from recent media accounts of mandated methods in different states, the methods to be used and the commercial materials to be purchased with state money are often described to parents and the general public in similar simplistic ways. 

The book examines key figures and events in the reading wars, including Rudolf Flesch’s scathing critique of whole-language instruction in his 1955 bestseller, “Why Johnny Can’t Read”. Flesch’s book ignited a public debate, pushing back against the prevailing emphasis on whole-word recognition and advocating for a return to phonics-based instruction.

Johns also discusses the work of Jeanne Chall, whose research, culminating in her 1967 book “Learning to Read: The Great Debate,” offered a more complex perspective on the reading wars. Chall argued that a balanced approach incorporating both phonics and whole-language strategies was crucial, particularly in the early stages of reading development. I was pleased to see that my friend Dick Anderson who once headed the Center for the Study of Reading at the University of Illinois also received some space in Jones’ book as a supporter of a similar balanced approach. 

The latter part of the book explores the impact of technology on reading, examining the development of teaching machines, programmed learning, and the rise of computers. Johns discusses the work of visionaries like Alan Kay, whose Dynabook project, though never fully realized, envisioned a portable computer designed to replace school textbooks and transform the learning process. Today’s iPad could represent the type of device Kay could only imagine. 

Johns concludes by reflecting on the enduring challenges of reading in the digital age, posing questions about the differences between reading on paper and screens, and the implications of new technologies for literacy and learning.

While providing a thorough historical overview, Johns occasionally delves into intricate details of specific experiments or research methodologies, which may not be of interest to all readers. I find the description of actual studies of great interest and the answer to the question of how researchers study something as invisible as the processes of a mental skill such as reading and come up with explanations of what exactly is going on. 

Reader, come home: The reading brain in a digital world

Maryanne Wolf’s *Reader, Come Home* presents a critical examination of how the digital age is reshaping the human brain’s ability to read deeply. She reviews the brain science of her previous book (Proust and the Squid), but then spends time on whether new technologies presenting text and multimedia alter how the brain adapts to the processing of text. There is more brain science in her first book for those wanting that focus and more focus on screen time, changes in attention span, and reading from a screen versus from paper in the book I am reviewing here.

The central argument of *Reader, Come Home* is that the human brain was not initially designed for reading; instead, reading rewired our brains in ways that changed our thinking. Wolf is deeply concerned that excessive exposure to screen-based media is now rewiring our brains in a different, less beneficial way. The skimming style of reading encouraged by digital platforms, where information is processed quickly and often superficially, is contrasted with the deeper, more reflective reading associated with print books. Wolf stresses that while the brain is highly plastic and can adapt, the quality of that adaptation depends on the stimuli it is exposed to regularly.

Wolf does not argue for a wholesale rejection of digital reading. Instead, she advocates for a balance, calling for the development of what she terms “biliterate” brains. These are brains that are adept at both skimming digital media and engaging in deep, reflective reading. Her emphasis is particularly on children, who, she argues, are especially vulnerable to the negative impacts of digital reading due to the greater plasticity of their brains. If children are exposed only to skimming on digital platforms, they may miss out on the profound cognitive and linguistic benefits that come from deep reading.

The book also provides practical advice for parents and educators. One of Wolf’s key suggestions is to encourage parents to read to their children from printed books rather than relying on digital devices that often come with built-in distractions. The concern is not just about reading comprehension, but also about how children learn to engage with and reflect on complex information, skills that are crucial for higher-order thinking.

A recurring theme in Reader, Come Home is that we are becoming passive consumers of information rather than active, critical thinkers. Wolf’s fear is that if we continue down this path, future generations will lose the ability to think deeply and critically. She draws on cognitive science to show how the brain’s attentional systems are being rewired in ways that diminish our capacity for sustained attention, a vital component of deep reading.

For those who enjoy scientific debates, contrast Wolf and Willingham’s perspective on this issue. Willingham explains the resistance to reading long-form content more as a decreased tolerance for boredom rather than the brain being shaped biologically. 

The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads 

The Reading Mind is a comprehensive exploration of the mechanics of reading, offering both a cognitive and a practical perspective on how our brains process text. Willingham draws from a wealth of psychological research to explain the nuances of reading, from identifying phonemes to building meaning from full texts. 

At its core, The Reading Mind breaks down reading into stages, beginning with letter and sound recognition and culminating in full comprehension of texts. Willingham explains that the ability to match letters to phonemes (basic units of sound) is crucial to reading development, particularly for children. As readers become more proficient, their ability to decode words becomes more automatic, freeing cognitive resources for understanding the meaning of sentences and paragraphs. In other works, the sound of words is initially quite important, but gives way to more automatic recognition of words. This cognitive model serves as a foundation throughout the book as Willingham discusses the importance of both bottom-up processes, like letter recognition, and top-down processes, such as using background knowledge to comprehend texts. I read somewhere that this simultaneous bottom-up and top-down processing can be described as interactive, compensatory processing. This means that multiple processes are going on simultaneously and they work both to support each other. Letter recognition is information by word recognition (the word provides a context that speeds up letter recognition). Words are more quickly recognized and their meaning is more effectively retrieved within meaningful sentences (sentences provide a context that informs word recognition and understanding). Understanding what we read is assisted by what we already know in general and what we know more specifically about the topic we are reading about (again a context effect improving more basic processes). 

One of the more powerful demonstrations I know of considers the relative contribution of reading proficiency and subject knowledge to comprehension. Willingham provides an example based on soccer knowledge. The research study I was familiar with used baseball knowledge. Anyway, young readers were classified as more and less proficient readers and more and less knowledgeable of baseball. This gives you four groups – high skill, high knowledge; high skill, low knowledge; low skill, high knowledge; and low skill, low knowledge. All readers were asked to read a description of half an inning of a baseball game and later write what they remembered. This method allows the impact of reading skill to be teased apart from the impact of subject knowledge. The findings demonstrate that existing knowledge had a larger impact on recall than reading skill. 

One of the book’s strengths is its emphasis on the role of motivation in reading. Willingham makes the case that motivation is as critical as cognitive skills when it comes to becoming a proficient reader. Readers who enjoy reading tend to read more, which in turn improves their reading abilities, creating a virtuous cycle. This insight is particularly valuable for educators and parents trying to encourage reluctant readers. Willingham argues that ease of access makes a big difference

A notable section of The Reading Mind addresses the potential impact of technology on reading habits. Willingham acknowledges the concern that digital distractions, such as social media and video games, might reduce the amount of time young people spend reading. However, he points out that these activities have not necessarily displaced reading time for most youth. Instead, he suggests that the issue lies in a reduced tolerance for boredom, which could make sustained reading more difficult for some. While Willingham does recommend limiting screen time, he is skeptical of alarmist claims that technology is fundamentally altering how children’s brains process information. His balanced view on this topic is refreshing in an age of widespread concern about the effects of digital media on cognitive development.

Conclusion:

My efforts here were to give enough of the flavor of each of these books to perhaps convince you to take a look. As I tried to suggest in the beginning of this post, all books are very approachable and take you in multiple directions addressing several topics that seem of current interest.