Harry Levin

Harry Levin was Irving Babbitt Professor of Comparative Literature Emeritus at Harvard University.

  • The Eye-Voice Span

    The Eye-Voice Span

    Harry Levin

    The eye-voice span is the distance that the eye is ahead of the voice in reading aloud. (A simple experiment: try reading a page out loud. Chances are more than likely you will turn to the next page before you have said the final words on the page you are vocalizing.) Although this phenomenon has been studied for some eighty years, researchers have only recently begun using it as an important indication of the nature of the reading process. This professional monograph presents one of the most comprehensive and succinct examinations of the topic available.

    • Hardcover $22.50
    • Paperback $25.00
  • The Psychology Of Reading

    The Psychology Of Reading

    Eleanor J. Gibson and Harry Levin

    In this book, two psychologists apply principles of cognitivepsychology to understanding reading.

    In this book, two psychologists apply principles of cognitive psychology to understanding reading. Unlike most other books on the subject, this one presents a consistent theoretical point of view and applies it to the acquisition of reading and what the skilled reader does. The first part of The Psychology of Reading covers perceptual learning, the development of cognitive strategies, the development of language, the nature of writing systems, and an extensive review of the research on word recognition. In the second part of the book, the authors look closely at abilities that children bring to school before learning to read. They describe the acquisition of initial reading skills and transition to skilled reading, the nature of the reading process in adult readers, and the ways people learn from reading. The book's third part takes up questions people frequently ask about reading—such as reading by deaf children, dyslexia, the influence of nonstandard dialects on learning to read, comparison of reading achievement across different nations and different languages, and the debatable virtues of "speed reading." The authors conclude that reading cannot be understood simply as associative learning—that is, the learning of an arbitrary code connecting written symbols and their sounds. Reading involves higher-level mental processes such as the discovery of rules and order, and the extraction of structured, meaningful information.

    • Hardcover
    • Paperback $65.00