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.
|Publisher:||Guilford Publications, Inc.|
|Edition description:||First Edition|
|Product dimensions:||6.00(w) x 9.00(h) x (d)|
|Age Range:||5 - 13 Years|
About the Author
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
2. Early Roots: Early Theories and Models Applicable to Reading (400 B.C.-1899)
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. Information/Cognitive Processing Perspectives (1950s-1970s)
8. Information/Cognitive Processing Perspectives, Continued (1980s)
9. Information/Cognitive Processing Perspectives: State of the Art (1989-Present)
10. 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
Teacher educators and graduate students, staff developers, and classroom teachers. Will serve as a core text in graduate-level courses, including Foundations of Reading, Psychology of Reading, and Reading Research Methods.