CART

(0) items

Lenses on Reading : An Introduction to Theories and Models,9781593852962

Lenses on Reading : An Introduction to Theories and Models

by ;
Edition:
1st
ISBN13:

9781593852962

ISBN10:
1593852967
Format:
Paperback
Pub. Date:
4/20/2006
Publisher(s):
The Guilford Press
List Price: $32.00

Rent Textbook

(Recommended)
 
Term
Due
Price
$5.00

Hurry!

Only two copies
in stock at this price.

Buy Used Textbook

In Stock Usually Ships in 24 Hours.
U9781593852962
$5.30

eTextbook

We're Sorry
Not Available

New Textbook

We're Sorry
Sold Out

More New and Used
from Private Sellers
Starting at $0.01
See Prices

Questions About This Book?

Why should I rent this book?
Renting is easy, fast, and cheap! Renting from eCampus.com can save you hundreds of dollars compared to the cost of new or used books each semester. At the end of the semester, simply ship the book back to us with a free UPS shipping label! No need to worry about selling it back.
How do rental returns work?
Returning books is as easy as possible. As your rental due date approaches, we will email you several courtesy reminders. When you are ready to return, you can print a free UPS shipping label from our website at any time. Then, just return the book to your UPS driver or any staffed UPS location. You can even use the same box we shipped it in!
What version or edition is this?
This is the 1st edition with a publication date of 4/20/2006.
What is included with this book?
  • The Used copy of this book is not guaranteed to include any supplemental materials. Typically, only the book itself is included.
  • The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.

Related Products


  • Lenses on Reading, Second Edition An Introduction to Theories and Models
    Lenses on Reading, Second Edition An Introduction to Theories and Models




Summary

This accessible text provides an extensive survey of the major theories and models that influence reading instruction and research. Readers learn why theory matters in designing and implementing high-quality instruction; how to critically evaluate the assumptions and beliefs that guide their own work with students; and the benefits of approaching everyday teaching situations from multiple theoretical perspectives. Every chapter features classroom application activities and illuminating teaching vignettes. Of particular utility to graduate students, the book also addresses research applications, including descriptions of exemplary studies informed by each theoretical model.

Author Biography

Diane H. Tracey, EdD, is Associate 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, received numerous grant awards, and is an active presenter at national conferences. She has served on editorial review boards for the Journal of Literacy Research, The Reading Teacher, and the National Conference Yearbook, and is a past chair of the International Reading Association's Technology Committee. In addition to university teaching, Dr. Tracey is a literacy consultant for school districts and educational software companies. 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.

Lesley Mandel Morrow, PhD, holds the rank of Professor II at the Graduate School of Education at Rutgers University, where she is Chair of the Department of Learning and Teaching. She began her career as a classroom teacher, then became a reading specialist, and later received her PhD from Fordham University. Her research deals with early literacy development and the organization and management of language arts programs, and is carried out with children and families from diverse backgrounds. Dr. Morrow has more than 250 publications. She has received numerous grants for her research from the federal government and has served as a principal research investigator for several research centers. She received Excellence in Research, Teaching and Service Awards from Rutgers University and was the recipient of the International Reading Association's Outstanding Teacher Educator of Reading Award and Fordham University's Alumni Award for Outstanding Achievement. Dr. Morrow was an elected member of the board of directors of the International Reading Association, and served as President of the organization from 2003 to 2004.

Table of Contents

1. Introduction to Theories and Models
1(14)
What Is a Theory?: A General Definition
2(1)
Are People Aware of the Theories That They Possess?
3(1)
What Is a Theory?: A Definition for Education
4(1)
The Importance of Theories to Educational Practice
4(1)
Are Teachers Aware of the Theories That They Possess?
5(1)
The Importance of Theories to Educational Research
6(3)
Is a Model Different from a Theory?
9(1)
Why Is It Important to Understand Models?
10(1)
The Value of Multiple Lenses
10(2)
Theories and Models Included in This Text
12(1)
Summary
13(2)
2. Early Roots: Early Theories and Models Applicable to Reading (400 B.C.-1899)
15(17)
Mental Discipline Theory
16(1)
Associationism
17(2)
Unfoldment Theory
19(3)
Structuralism and Early Scientific Foundations of Reading
22(2)
Classroom Applications
24(4)
Research Applications
28(2)
Summary
30(2)
3. Behaviorism: The Dominant Educational Theory for 50 Years (1900-1950's)
32(15)
What Is Behaviorism?
33(1)
Classical Conditioning Theory
33(1)
Connectionism
34(2)
Operant Conditioning Theory
36(2)
Classroom Applications
38(5)
Research Applications
43(2)
Summary
45(2)
4. Constructivism (1920's—Present)
47(29)
Constructivism: The General Concept
47(1)
Inquiry Learning
48(3)
Schema Theory
51(3)
Transactional/Reader Response Theory
54(3)
Psycholinguistic Theory and Whole Language Theory
57(4)
Metacognition
61(3)
Engagement Theory
64(1)
Classroom Applications
65(6)
Research Applications
71(3)
Summary
74(2)
5. Theories of Literacy Development (1930's—Present)
76(24)
Theory of Cognitive Development
77(2)
Maturation Theory
79(1)
Theory of Literacy Development
80(2)
Stage Models of Reading
82(2)
Emergent Literacy Theory
84(3)
Family Literacy Theory
87(3)
Classroom Applications
90(5)
Research Applications
95(3)
Summary
98(2)
6. Social Learning Perspectives (1960's—Present)
100(25)
Sociolinguistic Theory
101(3)
Socio-Cultural Theory
104(4)
Social Constructivism
108(3)
Social Learning Theory
111(2)
Critical Literacy Theory
113(2)
Classroom Applications
115(6)
Research Applications
121(2)
Summary
123(2)
7. Information/Cognitive Processing Perspectives (1950's-1970's)
125(23)
General Characteristics of the Cognitive Processing View
126(1)
Information Processing Theories
126(3)
Substrata-Factor Theory of Reading
129(2)
Rauding Theory
131(1)
Gough's Model
132(2)
Automatic Information Processing Model
134(4)
Interactive Model
138(2)
Classroom Applications
140(3)
Research Applications
143(3)
Summary
146(2)
8. Information/Cognitive Processing Perspectives, Continued (1980's)
148(16)
Interactive—Compensatory Model
149(2)
Orthographic Processing Perspective
151(1)
Verbal Efficiency Theory
152(1)
Construction—Integration Model
153(2)
Phonological—Core Variable Difference Model
155(2)
Classroom Applications
157(2)
Research Applications
159(3)
Summary
162(2)
9. Information/Cognitive Processing Perspectives: State of the Art (1989—Present)
164(19)
Parallel Distributed Processing Model
164(5)
Dual-Route Cascaded Model
169(2)
Double-Deficit Hypothesis
171(2)
Neuroscience and Education
173(2)
Classroom Applications
175(3)
Research Applications
178(3)
Summary
181(2)
10. Putting It All Together 183(25)
Early Roots
183(2)
Behaviorism
185(2)
Constructivism and Reading
187(4)
Theories of Literacy Development
191(4)
Social Learning Perspectives
195(3)
Information/Cognitive Processing Perspectives
198(3)
Information/Cognitive Processing Perspectives, Continued
201(1)
Information/Cognitive Processing Perspectives: State of the Art
202(2)
Final Thoughts
204(4)
APPENDICES
APPENDIX A. Summary Chart: Onset of Presented Theoretical
208(2)
Perspectives Affecting Literacy Education
APPENDIX B. Summary of Theories Presented and Sample
210(3)
Representative Instructional Practices
References 213(14)
Author Index 227(5)
Subject Index 232


Please wait while the item is added to your cart...