Lenses on Reading, Second Edition: An Introduction to Theories and Models (Google eBook)

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Guilford Press, May 9, 2012 - Language Arts & Disciplines - 251 pages
5 Reviews
This widely adopted text explores key theories and models that frame reading instruction and research. Readers learn why theory matters in designing and implementing high-quality instruction and research; how to critically evaluate the assumptions and beliefs that guide their own work; and what can be gained by looking at reading through multiple theoretical lenses. For each theoretical model, classroom applications are brought to life with engaging vignettes and teacher reflections. Research applications are discussed and illustrated with descriptions of exemplary studies.   New to This Edition *Current developments in theory, research, and instructional practices. *Useful pedagogical features in every chapter: framing questions, discussion ideas, and learning activities. *Classroom applications give increased attention to English language learners and technology integration. *Coverage of additional theories (Third Space Theory) and theorists (Bakhtin and Bourdieu).

 

  

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Review: Lenses on Reading: An Introduction to Theories and Models

User Review  - MR Graham - Goodreads

An informative introduction to theories of reading education and development. It provided a very good summary of a good number of theories. However, I felt that this volume attempted too much; it ... Read full review

Review: Lenses on Reading: An Introduction to Theories and Models

User Review  - Ms. Delohery - Goodreads

Interesting to read - theories, theories, theories, which one to believe? Read full review

Contents

Chapter 1Introduction to Theories and Models
1
Early Theories and Models Applicable to Reading 400 bce1899
17
The Dominant Educational Perspectives for 50 Years 19001950s
40
1920sPresent
57
1930sPresent
90
1960sPresent
116
Chapter 7CognitiveProcessing Perspectives
150
Chapter 8Putting It All Together
192
Onset of Presented Theoretical Perspectives Affecting Literacy Education
214
APPENDIX B Summary of Theories Presented and Sample Representative Instructional Practices
216
References
219
Author Index
233
Subject Index
239
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About the author (2012)

 

Diane H. Tracey, EdD, is Professor of Education at Kean University, where she teaches graduate classes to students planning to become reading specialists. She has written widely on topics related to literacy achievement and is an active presenter at national, state, and local conferences. Dr. Tracey currently serves as Secretary of the Literacy Research Association and coeditor of Journal of School Connections. She is a recipient of Kean University's Presidential Scholars Challenge Award. Dr. Tracey is also a literacy coach for New Jersey school districts and a literacy consultant for educational software and publishing companies.   Lesley Mandel Morrow, PhD, holds the rank of Professor II in the Graduate School of Education at Rutgers, The State University of New Jersey. Her research deals with early literacy development and the organization and management of language arts programs. Dr. Morrow has published more than 300 journal articles, chapters, and books. Her work has been recognized with awards including the Outstanding Teacher Educator in Reading Award and the William S. Gray Citation of Merit from the International Reading Association (IRA), and the Oscar S. Causey Award from the Literacy Research Association. Dr. Morrow is past president of the IRA and is a member of the Reading Hall of Fame.

 

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