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BOOK REVIEWSReviewing the Handbook of Reading Research: Volume II is a monumental task, simply because of its size alone. Additionally, because of its potential impact, we wanted to have the book reviewed by more than one team to provide our readership with multiple perspectives.We wanted some individuals to review the text who had already established a scholarly reputation and had read, used, and taught from the first edition of the Handbook. Accordingly, we asked the team of Jim and Pat Cunningham to review the text. Second, we asked Doug Hartman to form a team of new, young scholars to review the text from the perspective of novice researchers.We think you will find that we accomplished our goal of providing multiple perspectives concerning the Handbook. We hope you enjoy the insights provided by these reviewers. Barr, Kamil, & Mosenthal, 1984) caused it to be probably the single best tool ever for disseminating the results of the research on reading. Never before had so many seminal state-of-the-art papers on reading been elicited or collected. Never before had such a diversity of reading topics been discussed so thoroughly or so well. The knowledge held currently by reading theorists, researchers, and translators no doubt owes much of its breadth to the publication of that landmark work. Handbook of ReadingThe recent publication of the Handbook of Reading Research: Volume II, like the sequel to a great movie, filled us with a combination of hope and anxiety. On the one hand, how could such a book not be good and teach us much; on the other, how could such a book not disappoint us in the inevitable comparison with its first volume?The encouraging news is that Volume II is at least as good as Volume I, perhaps better. The scope of Volume II is greater than Volume I: The first had 25 chapters; the second has 34 chapters and an epilogue. The first had 923 pages; the second has 1,104 pages with smaller print. The increase in scope, though, is even greater than it first appears. Apparently 365
BOOK REVIEWSReviewing the Handbook of Reading Research: Volume II is a monumental task, simply because of its size alone. Additionally, because of its potential impact, we wanted to have the book reviewed by more than one team to provide our readership with multiple perspectives.We wanted some individuals to review the text who had already established a scholarly reputation and had read, used, and taught from the first edition of the Handbook. Accordingly, we asked the team of Jim and Pat Cunningham to review the text. Second, we asked Doug Hartman to form a team of new, young scholars to review the text from the perspective of novice researchers.We think you will find that we accomplished our goal of providing multiple perspectives concerning the Handbook. We hope you enjoy the insights provided by these reviewers. Barr, Kamil, & Mosenthal, 1984) caused it to be probably the single best tool ever for disseminating the results of the research on reading. Never before had so many seminal state-of-the-art papers on reading been elicited or collected. Never before had such a diversity of reading topics been discussed so thoroughly or so well. The knowledge held currently by reading theorists, researchers, and translators no doubt owes much of its breadth to the publication of that landmark work. Handbook of ReadingThe recent publication of the Handbook of Reading Research: Volume II, like the sequel to a great movie, filled us with a combination of hope and anxiety. On the one hand, how could such a book not be good and teach us much; on the other, how could such a book not disappoint us in the inevitable comparison with its first volume?The encouraging news is that Volume II is at least as good as Volume I, perhaps better. The scope of Volume II is greater than Volume I: The first had 25 chapters; the second has 34 chapters and an epilogue. The first had 923 pages; the second has 1,104 pages with smaller print. The increase in scope, though, is even greater than it first appears. Apparently 365
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