Now in a revised and updated fourth edition incorporating current advances in research and instructional practices, this well-established text accessibly introduces prominent theories and models related to reading. The book is organized chronologically, from classical approaches to contemporary cognitive, social learning, physiological, and affective perspectives. It emphasizes that the more lenses educators possess for examining reading processes, the better equipped they will be to understand and facilitate children’s literacy development. Pedagogical features include framing and discussion questions, learning activities, teacher anecdotes, and examples of how each model is applied in classroom practice and research.
New to This Edition
*Chapter on digital literacy.
*Expanded discussions of direct/explicit instruction, social and emotional learning, critical literacy theory, critical race theory, culturally responsive teaching, social equity and justice, the science of reading, and neuroscientific lenses.
*All chapters updated with the latest research; many new classroom anecdotes added.
*Links to recommended You Tube videos illustrating the theories and models.
Зміст
1. Introduction to Theories and Models
2. Early Lenses (400 B.C.E.–Present)
3. Behavioral Lenses (1900–Present)
4. Constructivist Lenses (1920s–Present)
5. Developmental Lenses (1930s–Present)
6. Physiological Lenses (1940s–Present)
7. Affective Lenses (1940s–Present)
8. Social Learning Lenses (1950s–Present)
9. Cognitive-Processing Lenses (1960s–Present)
10. Digital Literacy Lenses (1990s–Present)
11. Putting It All Together
Appendix A. Summary Chart: Onset of Presented Theoretical Perspectives Affecting Literacy Education
Appendix B. Video Links Illustrating theories and Models in
Lenses on Reading, Fourth Edition (selected by Heather Heyer)
References
Author Index
Subject Index
Про автора
Diane H. Tracey, Ed D, LP, is a psychoanalyst in private practice and a faculty member at the Center for Modern Psychoanalytic Studies in New York City. She is Professor Emerita in the College of Education at Kean University, where she served on the faculty for 25 years. Dr. Tracey has written and presented widely on topics related to literacy achievement. She serves on the Research Committee of the Center for Modern Psychoanalytic Studies, and previously served as Secretary of the Literacy Research Association and on the editorial boards of the
Journal of Literacy Research,
The Reading Teacher, the
National Reading Conference Yearbook, and
Education and Urban Society. Prior to her work as a psychoanalyst and professor, Dr. Tracey was an early childhood educator and a research assistant on a large, federally funded grant project studying children’s reading disabilities.
Lesley Mandel Morrow, Ph D, is Distinguished Professor and Director of the Center for Literacy Development in the Graduate School of Education at Rutgers, The State University of New Jersey. A former classroom teacher and reading specialist, she conducts research on multiple topics in early literacy development. Dr. Morrow has published more than 500 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, Special Service Award, and 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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