Reading Across the Life Span

  • Steven R. Yussen
  • M. Cecil Smith

Part of the Recent Research in Psychology book series (PSYCHOLOGY)

Table of contents

  1. Front Matter
    Pages i-xvi
  2. The Contexts for Reading

  3. Reading in Childhood

    1. Front Matter
      Pages 93-93
    2. Connie Juel
      Pages 95-109
    3. Keith E. Stanovich
      Pages 111-135
    4. Judith A. Winn, Annemarie Sullivan Palincsar
      Pages 137-162
  4. Reading in Adulthood

    1. Front Matter
      Pages 163-163
    2. Bonnie J. F. Meyer, Carole J. Young, Brendan J. Bartlett
      Pages 165-191
  5. Reading Across the Lifespan

    1. Front Matter
      Pages 239-239
    2. John W. Thomas, William D. Rohwer Jr.
      Pages 241-272
    3. Steven R. Yussen, Randall L. Glysch
      Pages 293-321
  6. Back Matter
    Pages 323-329

About this book


One of the liveliest areas of research in the social sciences is reading. Scholarly activity is currently proceeding along a number of different disciplinary lines, addressing a multitude of questions and issues about reading. A short list of disciplines involved in the study of reading would include linguistics, psychology, education, history, and gerontology. Among the important questions being ad­ dressed are some long-standing concerns: How are reading skills acquired? What are the basic components of reading skill? How do skilled readers differ from less skilled ones? What are the best ways to approach instruction for different groups of readers-young beginning readers, poor readers with learning problems, and teenage and adult illiterates? How can reading skill best be measured-what standardized instruments and observational techniques are most useful? The large volume of textbooks and scholarly books that issue forth each year is clear evidence of the dynamic nature of the field. The purpose of this volume is to survey some of the best work going on in the field today and reflect what we know about reading as it unfolds across the life span. Reading is clearly an activity that spans each of our lives. Yet most accounts of it focus on some narrow period of development and fail to consider the range of questions that serious scholarship needs to address for us to have a richer under­ standing of reading. The book is divided into four parts.


Entwicklungspsychologie Kognition Lesen cognition development developmental psychology learning memory psychology

Editors and affiliations

  • Steven R. Yussen
    • 1
  • M. Cecil Smith
    • 2
  1. 1.School of EducationUniversity of IowaIowa CityUSA
  2. 2.Department of Educational Psychology, Counseling and Special EducationNorthern Illinois UniversityDeKalbUSA

Bibliographic information

  • DOI
  • Copyright Information Springer-Verlag New York 1993
  • Publisher Name Springer, New York, NY
  • eBook Packages Springer Book Archive
  • Print ISBN 978-0-387-97978-6
  • Online ISBN 978-1-4612-4376-2
  • Series Print ISSN 1431-7532
  • Buy this book on publisher's site