ERIC Number: ED262389
Record Type: RIE
Publication Date: 1985
Reference Count: 0
Theoretical Models and Processes of Reading. Third Edition.
Singer, Harry, Ed.; Ruddell, Robert B., Ed.
Intended for teachers, students, and researchers of reading, this book reflects the theories, models, and research generated over the past 10 years on the psychology and pedagogy of reading. Essays in the first section of the book deal with the historical changes in reading research and theory, and the pioneers of reading research. Essays in the second section discuss the various processes of reading, and are organized under subheadings for language, visual perception, word recognition, comprehension, metacognition, affective domain, and culture. Specific topics discussed in this section include oral and written language acquisition and the reading process, comprehension of text structures, development of selective attention strategies for learning from text, and the social context of learning to read. Essays in the third section explore various models of reading, including developmental, information processing, interaction, inferential, transactional-psycholinguistic, and affective models. Essays in the fourth section deal with teaching and research issues. Each of the four sections begins with a short introduction to its topic of focus. (HTH)
Descriptors: Beginning Reading, Cognitive Processes, Educational History, Educational Theories, Elementary Secondary Education, Higher Education, Instructional Improvement, Language Acquisition, Learning Theories, Metacognition, Models, Psycholinguistics, Reading Comprehension, Reading Instruction, Reading Processes, Reading Research, Research Needs, Teaching Methods, Theory Practice Relationship, Word Recognition
International Reading Association, 800 Barksdale Rd., PO Box 8139, Newark, DE 19714-8139 (Book No. 437, $25.00 member, $35.00 nonmember).
Publication Type: Books; Information Analyses; Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners; Students; Researchers
Authoring Institution: International Reading Association, Newark, DE.
Note: For the first and second editions, see ED 072 401 and ED 124 919, respectively. Author and content indexes may not be legible due to small print.