Literacy Processes: Cognitive Flexibility in Learning and Teaching

Literacy Processes: Cognitive Flexibility in Learning and Teaching

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Reading and writing instruction require individuals--both students and teachers--to flexibly process many kinds of information, from a variety of sources. This is the first book to provide an in-depth examination of cognitive flexibility: how it develops across the lifespan; its role in specific literacy processes, such as phonemic awareness, word recognition, and comprehension; and implications for improving literacy instruction and teacher education. The contributors include leading researchers in literacy, psychology, and cognitive development, who summarize the current state of the science and offer practical suggestions for fostering cognitive flexibility in learners of all ages.

Product Details

ISBN-13: 9781593856540
Publisher: Guilford Publications, Inc.
Publication date: 03/14/2008
Edition description: New Edition
Pages: 384
Product dimensions: 6.00(w) x 9.00(h) x (d)

About the Author

Kelly B. Cartwright, PhD, received her doctorate in experimental (research) psychology, with an emphasis in cognitive development, from the University of Arkansas in 1997. Her research focuses on applications of cognitive-developmental theory and methods to other domains of development, with particular emphasis on reading and language development. She is currently Associate Professor of Psychology and Associate Provost for Academic Services at Christopher Newport University (CNU) in Virginia, where she has taught undergraduate courses in child development, cognitive development, and research methods. Dr. Cartwright has also served on the steering committee for the interdisciplinary Teacher Preparation Program at CNU, for which she designed and teaches graduate courses in reading. In addition to her university appointments, Dr. Cartwright serves on the editorial board for the Journal of Literacy Research; is a literacy consultant for public and private schools; and is a member of the Cognitive Development Society, the International Reading Association, the National Reading Conference, and the Society for Research in Child Development.

Table of Contents

Foreword, Gedeon O. Deák

I. Theoretical Foundations

1. Introduction to Literacy Processes: Cognitive Flexibility in Learning and Teaching, Kelly B. Cartwright

2. Cognitive and Representational Development in Children, Bruce D. Homer and Elizabeth O. Hayward

3. Cognitive and Representational Development in Adults, Jan D. Sinnott

II. Flexibility in Word-Level Processes

4. The Role of Representational Ability in the Development of Phonological Awareness in Preschool Children, M. Jeffrey Farrar and Sylvia Ashwell

5. Developing Cognitive Flexibility in Word Reading among Beginning and Struggling Readers, Irene W. Gaskins

6. Flexibility in Word Reading: Multiple Levels of Representations, Complex Mappings, Partial Similarities, and Cross-Modality Connections, Virginia W. Berninger and William E. Nagy

7. Graphophonological–Semantic Flexibility: Contributions to Skilled Reading across the Lifespan, Kelly B. Cartwright, Melinda D. Hodgkiss, and Marisa C. Isaac

III. Flexibility in Comprehension Processes

8. An Invitation to Study Professionals Reading Professional-Level Texts: A Window on Exceptionally Complex, Flexible Reading, Michael Pressley and Mary Lundeberg

9. Flexible Use of Comprehension Monitoring Strategies: Investigating What a Complex Reading Framework Might Look Like, Susan E. Israel

10. Content-Area Reading/Learning: Flexibility in Knowledge Acquisition, Cynthia Hynd Shanahan and Timothy Shanahan

11. Fluent Reading and the Representation of Texts, Betty Ann Levy and W. Matthew Collins

IV. Flexibility in Instructional Practice

12. The Impact of Flexibility on Vocabulary and Comprehension Development, Sheri R. Parris and Cathy Collins Block

13. Flexibility and Developmental Coordination: Keys to Negotiating Beginning Reading Materials, Heidi Anne E. Mesmer

14. Teaching Flexibility?: Possibilities and Challenges, Dixie Massey

15. Using Technology to Teach Flexibility through Peer Discussion, Nicola Yuill, Lucinda Kerawalla, Darren Pearce, Rose Luckin, and Amanda Harris

16. The Dynamics of Flexibility in Effective Literacy Teaching, Ruth Wharton-McDonald

17. Concluding Reflections: What Can We Learn from Considering Implications of Representational Development and Flexibility for Literacy Teaching and Learning?, Kelly B. Cartwright


Reading researchers, teacher educators, educational psychologists, and reading specialists. May serve as a text in graduate-level courses such as Psychology of Reading and Reading Processes.

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