Lenses on Reading, Third Edition: An Introduction to Theories and Models

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Guilford Publications, May 23, 2017 - Language Arts & Disciplines - 302 pages
Widely adopted as an ideal introduction to the major models of reading, this text guides students to understand and facilitate children's literacy development. Coverage encompasses the full range of theories that have informed reading instruction and research, from classical thinking to cutting-edge cognitive, social learning, physiological, and affective perspectives. Readers learn how theory shapes instructional decision making and how to critically evaluate the assumptions and beliefs that underlie their own teaching. Pedagogical features include framing and discussion questions, learning activities, teacher anecdotes, classroom applications, and examples of research studies grounded in each approach.
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New to This Edition
*Chapter on physiological foundations of reading development, including the impact of nutrition, sleep, and exercise.
*Chapter on affective/emotional perspectives, such as the role of engagement and teacher-student relationships.
*Additional social learning perspectives: Critical Race Theory and Multiliteracies Theory.
*All chapters updated with the latest research; many new teacher anecdotes added.
 

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Contents

1 Introduction to Theories and Models
1
2 Early Lenses 400 BCEPresent
17
3 Behavioral Lenses 1900Present
39
4 Constructivist Lenses 1920sPresent
55
5 Developmental Lenses 1930sPresent
84
6 Physiological Lenses 1940sPresent
110
7 Affective Lenses 1940sPresent
137
8 Social Learning Lenses 1950sPresent
159
9 CognitiveProcessing Lenses 1960sPresent
192
10 Putting It All Together
233
Onset of Presented Theoretical Perspectives Affecting Literacy Education
257
References
261
Author Index
285
Subject Index
291
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About the author (2017)

Diane H. Tracey, EdD, is Professor of Education at Kean University. She has written widely on topics related to literacy achievement and is an active presenter at local, state, and national conferences. Dr. Tracey has served as Secretary of the Literacy Research Association and on the editorial review boards of the Journal of Literacy Research, The Reading Teacher, the National Reading Conference Yearbook, and Education and Urban Society. Currently she is coeditor of the Journal of School Connections. Dr. Tracey is a recipient of Kean University?s Presidential Scholars Challenge Award. Prior to her work at the university level, she was an early childhood educator and a research assistant on a large, federally funded grant project studying children?s reading disabilities. Dr. Tracey is˙also a graduate student at the Center for Modern Psychoanalytic Studies, training to become a modern psychoanalyst.
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Lesley Mandel Morrow, PhD, is Distinguished Professor and Director of the Center for Literacy Development at the Graduate School of Education at Rutgers, The State University of New Jersey. A former classroom teacher and reading specialist, her research deals with multiple topics in early literacy development. Dr. Morrow has more than 300 publications, including journal articles, chapters, monographs, and books. She is a recipient of Excellence in Research, Teaching, and Service awards from Rutgers; the Outstanding Teacher Educator in Reading Award, the Special Service Award, and the William S. Gray Citation of Merit from the International Literacy Association (ILA); the Alumni Award for Outstanding Achievement from Fordham University; and the Oscar S. Causey Award from the Literacy Research Association. Dr. Morrow has served as president of both the ILA and the Reading Hall of Fame.
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