The Psychology and Pedagogy of Reading By Edmund Burke Huey, A.M., Ph.D. Professor of Psychology and Education in the Western University of Pennsylvania New York The Macmillan Company 1908 All rights reserved The New York Public Library 414142 Astor, Lencox and Tilden Foundations & R. Copyright, 1908, by The Macmillan Company. Set up and electrotyped. Published January, 1908. NAN WANG JUEJI YANGJI Norwood & Bress J. S. Cushing Co. — Berwick & Smith Co. Norwood, Mass., U.S.A. To My fellows in research Whose investigations of reading and language Are here joined with my own This volume Is presented by the author in the hope that It may render service, and with Respectful appreciation of Their part in its Production ## Preface The writer's studies upon reading began nearly ten years ago, being first suggested by a question concerning the possibility of reading without inner pronunciation, raised by my friend and fellow-worker in the laboratory, now Professor G. M. Whipple of the University of Missouri. The reading process had long seemed to me to mirror the processes of thinking, and thus came to seem an appropriate subject for psychological analysis. Besides, the peculiar fatigue occasioned by reading caused a curiosity to know its sources, and the great variations and limitations in speed of reading suggested possibilities of improvement here. Such considerations gave birth to my experimental research. The field seemed clear. Diligent search in the literature showed only the preliminary experiments of Javal and his pupils, and those by Romanes and by Quantz, upon reading properly so called. Erdmann and Dodge were then completing their research, but I did not hear of their work until a year later. Reading thus offered to the experimentalist a practically unoccupied field. Ten years has given a development here of which experimental psychology may be proud. Dodge, Zeitler, Messmer, Dearborn, and others have thoroughly investigated important phases of reading, and the collected studies now present a very tolerable account of the main processes involved. It has therefore seemed to me that a conspectus should be made of this work, not to close the story but to furnish a new point of departure for further study, and to give perspective for new researches. Then it is due to education that from time to time the psychological investigations that have pedagogical bearings be edited, for such applications as education can helpfully make of them. And while engaged in this latter task, for reading, and falling in with much of the pedagogical literature of the subject, it became ever more evident that there was great need of bringing together the data not merely from the psychology of reading, but from the history of reading and ofThe Psychology and Pedagogy of Reading By Edmund Burke Huey, A.M., Ph.D. Professor of Psychology and Education in the Western University of Pennsylvania New York The Macmillan Company 1908 All rights reserved The New York Public Library 414142 Astor, Lencox and Tilden Foundations & R. Copyright, 1908, by The Macmillan Company. Set up and electrotyped. Published January, 1908. NAN WANG JUEJI YANGJI Norwood & Bress J. S. Cushing Co. — Berwick & Smith Co. Norwood, Mass., U.S.A. To My fellows in research Whose investigations of reading and language Are here joined with my own This volume Is presented by the author in the hope that It may render service, and with Respectful appreciation of Their part in its Production ## Preface The writer's studies upon reading began nearly ten years ago, being first suggested by a question concerning the possibility of reading without inner pronunciation, raised by my friend and fellow-worker in the laboratory, now Professor G. M. Whipple of the University of Missouri. The reading process had long seemed to me to mirror the processes of thinking, and thus came to seem an appropriate subject for psychological analysis. Besides, the peculiar fatigue occasioned by reading caused a curiosity to know its sources, and the great variations and limitations in speed of reading suggested possibilities of improvement here. Such considerations gave birth to my experimental research. The field seemed clear. Diligent search in the literature showed only the preliminary experiments of Javal and his pupils, and those by Romanes and by Quantz, upon reading properly so called. Erdmann and Dodge were then completing their research, but I did not hear of their work until a year later. Reading thus offered to the experimentalist a practically unoccupied field. Ten years has given a development here of which experimental psychology may be proud. Dodge, Zeitler, Messmer, Dearborn, and others have thoroughly investigated important phases of reading, and the collected studies now present a very tolerable account of the main processes involved. It has therefore seemed to me that a conspectus should be made of this work, not to close the story but to furnish a new point of departure for further study, and to give perspective for new researches. Then it is due to education that from time to time the psychological investigations that have pedagogical bearings be edited, for such applications as education can helpfully make of them. And while engaged in this latter task, for reading, and falling in with much of the pedagogical literature of the subject, it became ever more evident that there was great need of bringing together the data not merely from the psychology of reading, but from the history of reading and of