Description
Widely adopted as an ideal introduction to the major models of reading, this text guides students to understand and facilitate children's literacy development. 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 affective perspectives. Readers learn how theory shapes instructional decision making and how to critically evaluate the assumptions and beliefs that underlie their own teaching. Pedagogical features include framing and discussion questions, learning activities, teacher 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 impact of nutrition, sleep, and exercise.
*Chapter on affective/emotional perspectives, such as the role of engagement and teacher-student relationships.
*Additional social learning perspectives: Critical Race Theory and Multiliteracies Theory.
*All chapters updated with the latest research; many new teacher anecdotes added.
Chapter
1. Introduction to Theories and Models
What Is a Theory?: A General Definition
Are People Aware of the Theories That They Possess?
What Is a Theory?: A Definition for Education
The Importance of Theories to Educational Practice
Are Teachers Aware of the Theories That They Possess?
The Importance of Theories to Educational Research
Is a Model Different from a Theory?
The Value of Multiple Lenses
Theories and Models Included in This Text
2. Early Lenses (400 B.C.E.–Present)
General History of Reading and Writing (20,000 B.C.E.–400 B.C.E.)
Structuralism and Early Scientific Foundations of Reading
3. Behavioral Lenses (1900–Present)
Classical Conditioning Theory
Operant Conditioning Theory
4. Constructivist Lenses (1920s–Present)
Constructivism: The General Concept
Transactional/Reader Response Theory
Psycholinguistic Theory and Whole Language Theory
5. Developmental Lenses (1930s–Present)
Theory of Cognitive Development
Theory of Literacy Development
6. Physiological Lenses (1940s–Present)
Physiological Foundations of Reading
Maslow's Hierarchy of Needs
Evolution of the Triune Brain
Sleep-Dependent Memory Consolidation Theory
7. Affective Lenses (1940s–Present)
Affective Foundations of Reading
What Are Emotions, Feelings, and Affects?
Maslow's Hierarchy of Needs: The Affective Dimension
Teacher–Student Relationships
8. Social Learning Lenses (1950s–Present)
9. Cognitive-Processing Lenses (1960s–Present)
General Characteristics of Cognitive-Processing Perspectives
Information-Processing Theories and Models
LaBerge and Samuels's Automatic Information-Processing Model
Interactive and Interactive–Compensatory Models
Phonological–Core Variable Difference Model
Parallel Distributed Processing Model
Dual-Route Cascaded Model
Double-Deficit Hypothesis
Neuroscience and Education
10. Putting It All Together
Behavioral Lenses on Reading
Constructivist Lenses on Reading
Developmental Lenses on Reading
Physiological Lenses on Reading
Affective Lenses on Reading
Social Learning Lenses on Reading
Cognitive-Processing Lenses on Reading
Appendix. Summary Chart: Onset of Presented Theoretical Perspectives Affecting Literacy Education
Lenses on Reading, Third Edition
：An Introduction to Theories and Models
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
