The Psychology of Reading: Theory and Applications

by Paula J. Schwanenflugel PhD, Nancy Flanagan Knapp PhD

Overview

Incorporating cognitive, neuropsychological, and sociocultural perspectives, this authoritative text explains the psychological processes involved in reading and describes applications for educational practice. The book follows a clear developmental sequence, from the impact of the early family environment through the acquisition of emergent literacy skills and the increasingly complex abilities required for word recognition, reading fluency, vocabulary growth, and text comprehension. Linguistic and cultural factors in individual reading differences are examined, as are psychological dimensions of reading motivation and the personal and societal benefits of reading.

Pedagogical Features
*End-of-chapter discussion questions and suggestions for further reading.
*Explicit linkages among theory, research, standards (including the Common Core State Standards), and instruction.
*Engaging case studies at the beginning of each chapter.
*Technology Toolbox explores the pros and cons of computer-assisted learning.

Product Details

ISBN-13:	9781462523528
Publisher:	Guilford Publications, Inc.
Publication date:	11/05/2015
Sold by:	Barnes & Noble
Format:	eBook
Pages:	360
File size:	3 MB
Age Range:	4 - 17 Years

About the Author

Paula J. Schwanenflugel, PhD, is Professor of Educational Psychology at the University of Georgia, where she researches and teaches courses on the psychology of reading, psycholinguistics, and child development. She is also affiliated with the Linguistics and Cognitive Science programs. Dr. Schwanenflugel has carried out both basic and applied research on the topics of reading fluency, lexical processing, semantic development, and vocabulary knowledge, as well as large-scale school-based interventions related to literacy. She has published numerous articles in both psychology and education journals, many book chapters related to reading, and two recent books that describe effective research-based classroom literacy practices related to the development of literacy.

Nancy Flanagan Knapp, PhD, is Associate Professor of Learning, Design, and Technology at the University of Georgia, where she teaches courses in literacy and learning theory. She is also affiliated with the Department of Educational Psychology, for which she taught the Psychology of Reading course for 17 years. Dr. Knapp's current research focuses on helping struggling readers and improving instruction at the K-12 and postsecondary levels. She offers professional development courses and seminars and is the developer of the Reading Apprenticeship Program, a Tier 2 intervention for delayed elementary school readers. She has published numerous articles on literacy and teaching and is a founding editor of the journal Teaching Educational Psychology.

Table of Contents

1. Families and Reading
2. Emergent Literacy
3. Learning to Read Words
4. Skilled Word Reading
5. Reading Fluency
6. Vocabulary
7. Theoretical Models of Reading Comprehension
8. Components of Reading Comprehension
9. Motivation to Read
10. Linguistic Variation and Reading
11. Why Reading?: The Psychosocial Benefits of Reading 

Interviews

Advanced undergraduate- and graduate-level students in education and psychology programs; researchers and practitioners in reading instruction and diagnosis, educational psychology, school psychology, speech-language pathology, and applied linguistics. Will serve as a text in such courses as Psychology of Reading and Reading Development and Processes.

Editorial Reviews

"The Psychology of Reading: Theory and Applications…addresses the interests of both psychologists and educators. It discusses, in an admirably impartial manner, the research conducted by cognitive psychologists into the reading process along with some of the theoretical models such research has stimulated….The book is organized developmentally….The writing style is straightforward and clear. The chapters begin with case studies that serve as advanced organizers by highlighting the issues discussed in the chapter in a vivid manner….The book would be useful as a textbook in classes in reading, language development, and educational psychology. At the same time, psychologists wishing to brush up on current research on reading would benefit from the authors’ fair, research-based approach to issues.

PsycCRITIQUES

"I highly recommend this book. It provides an up-to-date perspective on the field, with an effective blend of theory, research, and instructional implications. The developmental focus is a particular strength and makes the book stand apart. Professionals will appreciate the depth of scholarship, and students will appreciate the nontechnical presentation of research findings. The case studies and discussion questions enhance the text's value for courses in psychology and education. I plan to use it in my own courses at both the undergraduate and graduate levels."—Linda Baker, PhD, Department of Psychology, University of Maryland, Baltimore County

“This book excels at presenting a thoughtful and accessible accounting of the state of affairs in reading development. The authors blend two traditionally separate fields of inquiry—research on reading processes and classroom literacy instruction—in a novel way, advancing our understanding in both areas. This important resource will find an eager audience of graduate-level instructors and students, as well as researchers and practitioners interested in learning more about each other’s domains of expertise while garnering a deeper understanding of the psychology of reading.”—David Therriault, PhD, School of Human Development and Organizational Studies, University of Florida

"I love this book. It provides a thorough overview of all the most important work to date on the psychology of reading. Well organized and easy to read, this is a wonderful text for courses in the psychology of reading or for teacher education reading development courses. Students will benefit from the clear and concise summary of research and the links to classroom practice."—Susan Parault Dowds, PhD, Department of Community Psychology, Counseling, and Family Therapy, St. Cloud State University, Minnesota

From the Publisher