Willingham, D. T. (2017). The reading mind: A cognitive approach to understanding how the mind reads. Reviewed by Caroline Whitley, University of Mississippi

Willingham, D. T. (2017). The reading mind: A cognitive approach to understanding how the mind reads. Jossey-Bass. 256 pp.                   ISBN: 978-1119301370 Reviewed by Caroline Whitley University of Mississippi USA Daniel Willingham's The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads offers an in-depth look at the cognitive science behind reading. Willingham, a cognitive psychologist, breaks down the complex processes that happen in the brain when we read, from letter recognition to comprehension and beyond. His writing is engaging and backed by research, making this book a useful resource for educators looking to better understand how students develop reading skills. Willingham structures the book to guide readers through different aspects of reading, explaining how the mind processes words, sentences, and entire texts. He begins with the idea that reading is more than just recognizing words. It involves building meaning from sentences, connecting ideas, and applying background knowledge. The introduction, where he discusses what he calls the "Chicken Milanese Problem," sets the tone for the book. He uses this example to show that people often engage with text in a way that feels familiar rather than deeply understanding it, which is a key issue in reading comprehension. One of the most compelling parts of the book is the chapter on reading comprehension. Willingham explains how readers do not just absorb words on a page. They actively construct meaning by connecting information across sentences and paragraphs. He introduces the concept of a "situation model," which is essentially the mental representation a reader builds while reading. Skilled readers do this naturally, while struggling readers may fail to make necessary connections, leading to gaps in understanding. A particularly eye-opening discussion is how background knowledge impacts comprehension. Research shows that students who already have some knowledge about a topic tend to understand related texts better, even if their general reading skills are not as strong. This challenges the idea that comprehension skills alone determine reading success and highlights the importance of building students’ knowledge base across different subjects. Another interesting section of the book focuses on how readers interpret meaning using grammar, prior knowledge, and inference making. Willingham provides examples of how simple sentences can be misleading if a reader lacks context. He also discusses "idea webs," the mental structures readers use to connect information within a text. His explanations make it clear that reading comprehension is not a passive process. It requires active engagement, logical reasoning, and a foundation of background knowledge to be effective. Of all of the arguments Willingham made in the book, one of the strongest is that teaching reading strategies is not enough on its own. While strategies like summarizing, questioning, and making predictions can help students, they will not be very effective if students do not have the background knowledge to understand what they are reading in the first place. He emphasizes the need for a curriculum that builds students’ knowledge across various subjects rather than focusing solely on teaching generic reading skills. This perspective is especially relevant for educators who want to improve literacy instruction in meaningful ways. The Reading Mind is an insightful and practical book that bridges cognitive science and classroom instruction. Willingham explains complex ideas in a way that is easy to follow while still being research driven. Some sections can be a bit heavy on studies and theories, but they are balanced with real world applications that make the book useful for teachers. His argument that comprehension is deeply tied to knowledge rather than just reading skills alone is a valuable takeaway for anyone involved in education. This book is a must read for teachers who want to better understand how their students think as they read and how they can improve reading instruction in the class. Education Review is supported by the Mary Lou Fulton College for Teaching and Learning Innovation, Arizona State University. Copyright is retained by the first or sole author, who grants right of first publication to the Education Review.