The reading process may be considered essentially as a "complex but unitary psychological function". As such, it involves ideational, emotional, and motor aspects as well as the adaptations of the reader to the reading experience. Undoubtedly, of all phases of the school curriculum, the varied aspects and constituents of the reading process have been the most extensively investigated. Yet, the area concerning which least is known is the personality adjustment of the reader. This limitation of research was recognized by Gann over a decade ago, and is as true today as it was then.
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Daley, Marvin F.. "A Comparative Study of Personality Adjustment of Successful and Unsuccessful Readers." (1958). http://digitalrepository.unm.edu/psy_etds/173