Abstract
Research on the reading process has been undertaken from a variety of perspectives. Too often progress in understanding reading is impeded when researchers working from different perspectives adopt a strong assumption of paradigm incompatibility: that a gain for one perspective is a loss for another. These paradigm wars in reading research mirror those that have taken place within the general educational research community during the last decade. It is argued that this assumption of paradigm incompatibility is false, and that progress toward a comprehensive understanding of the reading process would be hastened if we declared an end to the paradigm wars in the reading field and if investigators from all perspectives agreed to peaceful co-existence.
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