Lenses on Reading : An Introduction to Theories and Models book cover

Lenses on Reading : An Introduction to Theories and Models book cover

3rd Edition

Lenses on Reading
An Introduction to Theories and Models

Copyright Year 2017

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Book Description

Widely adopted as an platonic introduction to the major models of reading, this text guides students to understand and facilitate children's literacy evolution. 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 melancholia perspectives. Readers larn how theory shapes instructional decision making and how to critically evaluate the assumptions and beliefs that underlie their own didactics. Pedagogical features include framing and give-and-take questions, learning activities, instructor anecdotes, classroom applications, and examples of research studies grounded in each approach.

New to This Edition
*Chapter on physiological foundations of reading development, including the bear upon of nutrition, sleep, and exercise.
*Affiliate on affective/emotional perspectives, such as the part of date and teacher-student relationships.
*Boosted social learning perspectives: Critical Race Theory and Multiliteracies Theory.
*All chapters updated with the latest research; many new instructor anecdotes added.

Tabular array of Contents

1. Introduction to Theories and Models
2. Early Lenses (400 B.C.E.–Present)
three. Behavioral Lenses (1900–Nowadays)
4. Constructivist Lenses (1920s–Present)
five. Developmental Lenses (1930s–Present)
six. Physiological Lenses (1940s–Present)
7. Affective Lenses (1940s–Nowadays)
8. Social Learning Lenses (1950s–Present)
9. Cognitive-Processing Lenses (1960s–Present)
x. Putting It All Together
Appendix. Summary Chart: Onset of Presented Theoretical Perspectives Affecting Literacy Education
References
Author Index
Subject field Index

Writer(s)

Biography

Diane H. Tracey, EdD, is a retired Professor of Educational activity at Kean Academy. She has written and presented widely on topics related to literacy achievement. Dr. Tracey has served as Secretary of the Literacy Research Association and on the editorial review boards of the Journal of Literacy Inquiry, The Reading Instructor, the National Reading Conference Yearbook, and Education and Urban Society. Dr. Tracey is a recipient of Kean University'south Presidential Scholars Challenge Honor. Prior to her piece of work at the university level, she was an early on childhood educator and a inquiry assistant on a large, federally funded grant projection studying children's reading disabilities. She is currently a psychotherapist at the Center for Mod Psychoanalytic Studies, where she is training to get a psychoanalyst.

Lesley Mandel Morrow, PhD, is Distinguished Professor and Manager of the Center for Literacy Development at the Graduate School of Education at Rutgers, The Country University of New Jersey. A old classroom teacher and reading specialist, her research deals with multiple topics in early literacy evolution. Dr. Morrow has more than 300 publications, including journal articles, capacity, monographs, and books. She is a recipient of Excellence in Research, Didactics, and Service awards from Rutgers; the Outstanding Teacher Educator in Reading Award, the Special Service Laurels, and the William Southward. Gray Citation of Merit from the International Literacy Association (ILA); the Alumni Laurels for Outstanding Achievement from Fordham University; and the Oscar Due south. Causey Award from the Literacy Research Association. Dr. Morrow has served as president of both the ILA and the Reading Hall of Fame.

Reviews

"The third edition of this text raises the bar. The authors accept captured our field'southward historical and present-day understanding of the behavioral, cognitive, and sociocultural influences on reading development. Content on neuroscience represents the leading edge of reading enquiry and is not to be missed. This indispensable book belongs on the desk of every reading researcher and in the collection of every graduate student of reading."--Nancy Frey, PhD, Professor of Educational Leadership, San Diego State University

"The balance of theoretical explanations, research ideas, classroom applications, and instructor anecdotes makes this an ideal text for introductory graduate courses in literacy research and methods. Adding to the robust overview of theories and models, new chapters in the third edition examine the critical yet often hidden roles of physiology and impact in literacy learning and achievement. The addition of Disquisitional Race Theory and Multiliteracies Theory to the affiliate on social learning theories also provides essential perspectives."--Janice F. Almasi, PhD, Carol Lee Robertson Endowed Professor of Literacy Education, Academy of Kentucky

"The 3rd edition of Lenses on Reading invites teachers to deepen their understanding of theories and models of reading in order to gain perspective and ground their work. What is unique virtually this text is the way the authors provide clear and insightful implications for practice and research. I have used prior editions in graduate classes for over a decade, and my students consistently give the text loftier marks for helping them understand why theory is so important and how it shapes our practices. I absolutely beloved this book and think it has had a significant impact on our field."--Linda B. Gambrell, PhD, Distinguished Professor Emeritus of Education, Clemson University

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