The Psychology of Reading Theory and Applications 1st edition by Paula Schwanenflugel, Nancy Flanagan Knapp – Ebook PDF Instant Download/Delivery: 1462523501 , 978-1462523504
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Product details:
ISBN 10: 1462523501
ISBN 13: 978-1462523504
Author: Paula Schwanenflugel, Nancy Flanagan Knapp
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.
The Psychology of Reading Theory and Applications 1st Table of contents:
Introduction
Contents
1. Families and Reading
Oral Language Development and Reading
Home Literacy Factors That Impact Early Reading Development
Siblings and Grandparents
Effects of Poverty on Reading Acquisition and Development
What We Can Do: Working with Families to Support Early Reading Development
Connecting to the Standards
Questions for Discussion
Further Readings
2. Emergent Literacy
The Former Reading Readiness Construct
Current Views of Emergent Literacy
Environmental Print
Alphabetic Knowledge
Phonological and Phonemic Awareness
Looking Back and Forward: Oral Language and Vocabulary Skills
Connecting to the Standards
Conclusion
Questions for Discussion
Further Readings
3. Learning to Read Words
Letter–Sound–Meaning Connections
Spelling Regularity
Phases in Learning to Read Words
Factors beyond Phonics Knowledge
Implications for Classroom Practice
Connecting to the Standards
Conclusion
Questions for Discussion
Further Readings
4. Skilled Word Reading
Letter Recognition
Grapheme–Phoneme Correspondences and Models of Skilled Word Recognition
Models of Word Recognition
Individual Word Characteristics and Their Effects on Single Word Reading
The Effects of Semantic Context on the Reading of Upcoming Words
Implications for Assessment
Connecting to the Standards
Questions for Discussion
Further Readings
5. Reading Fluency
What Is Oral Reading Fluency?
The Relationship between Fluency and Comprehension
Fluency in Developmental Context
Transition to Silent Reading
Bilingualism and Reading Fluency
Implications for Instruction
Connecting to the Standards
Questions for Discussion
Further Readings
6. Vocabulary
Dimensions of Vocabulary Knowledge
How Many Words Do Children Know?
Vocabulary Domains of Developmental Importance for School-Age Children
Why Does Having a Good Vocabulary Matter?
Means for Learning New Words
Classroom Practices for Learning New Words
Connecting to the Standards
Questions for Discussion
Further Readings
7. Theoretical Models of Reading Comprehension
The Simple View of Reading
Schema Theoretic View
Construction–Integration Model
Direct and Inferential Mediation Model
Conclusion
Questions for Discussion
Further Readings
8. Components of Reading Comprehension
Prior Knowledge
Inferences
Strategic Comprehension
What We Can Do: Classroom Practices That Foster Reading Comprehension
Connecting to the Standards
Questions for Discussion
Further Readings
9. Motivation to Read
Expectancy × Value in Reading
Expectancy of Success in Reading
Factors Impacting Value in Reading
Goal Orientations in Reading
What We Can Do: Classroom Practices That Enhance Reading Motivation
Measuring Reading Motivation
Connecting to the Standards
Questions for Discussion
Further Readings
10. Linguistic Variation and Reading
Learning to Read in Languages That Are Not English
Learning to Read in a Second Language
Dialect and Learning to Read
Connecting to the Standards
Conclusion
Questions for Discussion
Further Readings
11. Why Reading? The Psychosocial Benefits of Reading
Cognitive Benefits of Reading
Social–Emotional Benefits of Literacy
Societal Benefits of Literacy
Conclusion
Questions for Discussion
Further Readings
References
Author Index
Subject Index
About Guilford Press
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Tags: Paula Schwanenflugel, Nancy Flanagan Knapp, The Psychology, Reading Theory