Table of Contents

Foreword by Maryanne Wolf
List of Tables and Figures

Introduction: The New Great Debate in Reading

Part I Sizing Up Reading
What's at Stake?
Chapter 1: What Do We Mean by "Reading" and "Reader"?
Chapter 2: What are You Reading?
Chapter 3: Print Reading: A Gold Standard?

Part II Reading in Print versus Onscreen
What's at Stake?
Chapter 4: What Research Tells Us: Single Texts
Chapter 5: What Research Tells Us: Multiple Texts
Chapter 6: Strategies for Effective Reading Onscreen

Part III Reading with Audio
What's at Stake?
Chapter 7: What Research Tells Us about Audio (and Video)
Chapter 8: Strategies for Effective Reading with Audio (and Video)

Part IV What's Next?
What's at Stake?
Chapter 9: Strategizing Reading in a Digital World
Chapter 10: The Road Ahead

Acknowledgments
Notes
References
Index

About the Author

Naomi S. Baron is Professor of Linguistics Emerita at American University in Washington, DC. A Guggenheim Fellow, Fulbright Fellow, and Fulbright Specialist, she has also been a Visiting Scholar at the Stanford Center for Advanced Study in the Behavioral Sciences. Baron is author of Words Onscreen: The Fate of Reading in a Digital World (OUP 2015) and Always On: Language in an Online and Mobile World (OUP 2008).

Reviews

Baron's work provides a weighted and critical description of printed and digital environments from an educational point of view, focusing on those factors of improvement that each of them entails. One of its main contributions is the introduction of audio and video analysis as complementary forms of reading that are becoming more and more important as the platforms for their use expand, and the services offered increase.
*José Antonio Cordón, University of Salamanca, Escola de Llibreria*

Beyond being eminently readable, How We Read Now is also inspiring in terms of design. Recommended. Graduate students, researchers, faculty, and professionals; general readers.
*P. Finley, University of Nevada, Las Vegas, CHOICE*

A well-researched, accessible treatise on all the ways we experience and absorb words... Educating tomorrowâs generations is of urgent importance to all of us, and for that reason, How We Read Now is must reading. Baron does not prescribe particular reading platforms, but rather enables us to better assess all the possibilities... Baron's light, conversational style makes for enjoyable reading - whether in print or on a screen.
*Bárbara Mujica, Washington Independent Review of Books*

How We Read Now is a wonderful guide to the complicated landscape where our minds meet the written word; it helps us understand how we read, how we learn, and how we navigate a changing world of text, information, stories, and connection, for ourselves and for our children.
*Perri Klass, Professor of Journalism and Pediatrics, New York University, and author A Good Time to Be Born*

Naomi Baron has done a huge service to everyone involved in the study, teaching, and practice of reading-which means all of us. Written in a friendly and informal style, with well-placed signposts and summaries, her succinct synthesis of research findings provides a wealth of timely and relevant advice for policy-makers, teachers, students, parents, and children.
*David Crystal, Honorary Professor of Linguistics, Bangor University, and author of Let's Talk*

Naomi Baron has done it again. She has enticed us to take a long, hard look at reading in this technological age. How We Read Now brings the advantages and disadvantages of each medium into the light, and guides us on what, when, or why to read in one medium or another. This eye-opening book is truly a 'must read' for educators, parents, and students.
*Patricia Alexander, Distinguished University Professor, University of Maryland*

Dr. Baron clearly synthesizes the issues surrounding how we read from printed and screen texts. Everyone needs to read this book.
*Larry D. Rosen, Professor Emeritus of Psychology, California State University, Dominguez Hills, and co-author of The Distracted Mind*

Naomi Baron expertly presents the latest research on the cognitive and behavioral facets of 'reading to learn' in multiple formats. She offers an accessible translation of points and strategies for policymakers and educators, including parents, to consider for readers at all levels. This book is essential reading in a time of transition to digital publishing.
*Diane Mizrachi, UCLA Library, and Alicia Salaz, Carnegie Mellon University Libraries*