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This is the 2nd edition with a publication date of 4/23/2012.
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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 and review questions 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).
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 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.
Table of Contents
1. Introduction to Theories and Models 2. Early Roots: Early Theories and Models Applicable to Reading 3. Behaviorism: The Dominant Educational Theory for 50 Years (1900–1950s) 4. Constructivism (1920s–Present) 5. Theories of Literacy Development (1930s–Present) 6. Social Learning Perspectives (1960s–Present) 7. Cognitive-Processing Perspectives 8. Putting It All Together Appendix A. Summary Chart: Onset of Presented Theoretical Perspectives Affecting Literacy Education Appendix B. Summary of Theories Presented and Sample Representative Instructional Practices