Choice 评论
Oakhill and Beard present an overview and a detailed account of major issues related to the development and the teaching of reading. The organization of the chapters takes the reader from the differing meanings of literacy to the scientific approach to the study of reading, reading development, and reading problems. The editors organize the chapters to address the psychological, phonological. and sociological dimensions of reading. Research is presented to guide and explain these dimensions of reading. The material is well linked internally. Together, the chapters provide an important explanation of the debates ( phonics versus whole word) that have long existed in reading circles. The book provides a forum to develop new philosophical lines of inquiry on reading rather than continuing to seek answers to traditional notions of reading instruction, as some writers have implied. Individual chapters are well written and provide condensed, informative overviews of research, theoretical perspectives, and key conceptual issues. The final chapter by Marilyn Adams is particularly compelling. This important and exciting text illuminates key social and political issues surrounding the teaching of reading. A thought-provoking volume worthy of note. Highly recommended for graduate students, faculty, and researchers. I. Rodriguez-Perez; Texas A&M International University