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Psychology of Reading: Theory and Applications

by Paula J Schwanenflugel and Nancy F Knapp Guilford Publications
Pub Date:
Pbk 360 pages
AU$86.00 NZ$89.57
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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 features exploring the pros and cons of computer-assisted learning.

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 

"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.”
Paula J. Schwanenflugel, PhD, is Professor of Educational Psychology at the University of Georgia, where she 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 F. 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. Her current research focuses on helping struggling readers and improving instruction at the K-12 and postsecondary levels. Dr. Knapp also 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 is a founding editor of the journal Teaching Educational Psychology.