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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|
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.