Understanding reading: A psycholinguistic analysis of reading and learning to read . Third edition. Frank Smith. New York: Holt, Rinehart & Winston, 1982. Pp. xii + 263.
Understanding reading: A psycholinguistic analysis of reading and learning to read . Third edition. Frank Smith. New York: Holt, Rinehart & Winston, 1982. Pp. xii + 263.
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理解阅读：阅读和学习阅读的心理语言学分析。
DOI：
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发表时间：
1983
影响因子：
2.1
通讯作者：
S. Samuels
中科院分区：
文献类型：
--
作者：
S. Samuels
der. However, the most serious problem with studies of schizophrenic language is absence of adequate design components. It is suggested in the chapter that well-controlled empirical research is possible with this population, indeed, is necessary in order to learn more about the nature and characteristics of schizophrenic language problems. In summary, the Handbook has both strengths and weaknesses. A weakness may have been that all topics relevant to applied psycholinguistics were not covered. Rosenberg explains in his preface that the book lacks chapters on linguistic maturity, language intervention, learning disabilities, language and environmental deprivation, language and mania, language and senile dementia, computer language and dialect and social differences in language. Reasons for the absence of these chapters vary. Primarily, several of the topics are not developed well enough to warrant a complete chapter. Additionally, only the most substantive topics were selected in order to keep the Handbook to a reasonable size and length. More discussion of intervention variables, strategies and programs would have enhanced the content of the book for this reviewer. However, it is recognized that the research base is not substantial enough in several areas to allow discussion and suggestions for remediation. A strength of the book is the critical, careful evaluation of methodological adequacy of studies. Such evaluations have value for all readers. For some, it provides criteria for determining the stability of conclusions reached by investigators. For others the careful evaluations serve a teaching purpose. Another valuable contribution of the book was the tendency of some authors to suggest research designs suitable for investigating the topics under discussion. The theme set by Rosenberg in the introduction regarding integration and theoretical views was evident throughout most of the chapters. Authors attempted to bring together research findings into a holistic composite, frequently within a theoretical framework. Thus, the Handbook definitely lives up to its promise to present comprehensive and critical reviews of the status of topics important to applied psycholinguistics. The chapters are extremely informative.
