Richard K. Wagner

Robert G. Crowder

Cognitive psychologists have discovered that reading represents a natural laboratory for studying almost all cognitive processes -- from sensation and perception to comprehension and reasoning. This introductory textbook examines the important principles of cognitive psychology that pertain to reading, but it is not written for the cognitive psychologist. Though grounded in the latest research, this revision maintains the objective of the first edition -- to provide a highly accessible introduction to students approaching the subject for the first time. Nearly a decade has passed since publication of the first edition of this book. During this period, research on reading has continued at the breakneck pace established in the 1970s, and the growth of knowledge has been substantial. Because the development of knowledge about reading has been evolutionary rather than revolutionary, this new edition provides a timely update of the previous edition, building on principles developed in the earlier book. It is intended to be of use to readers from a variety of disciplines, with differing levels of knowledge about reading. Students of educational psychology and in psychology of reading courses will find this text particularly helpful.

An Introduction

The Psychology of Reading

Christopher Schatschneider

Caroline Phythian-Sence

What cognitive processes and skills do children draw on to make meaning from text? How are these capacities consolidated over the course of development? What puts some learners at risk for comprehension difficulties? This authoritative volume presents state-of-the-science research on the behavioral and biological components of successful reading comprehension. Uniquely integrative, the book covers everything from decoding, fluency, and vocabulary knowledge to embodiment theory, eye movements, gene–environment interactions, and neurobiology. The contributors are prominent investigators who describe their methods and findings in depth and identify important implications for the classroom.

The Behavioral and Biological Foundations of Reading Comprehension

Beyond Decoding

Andrea E. Muse

Kendra R. Tannenbaum

Understanding a text requires more than the ability to read individual words: it depends greatly on vocabulary knowledge. This important book brings together leading literacy scholars to synthesize cutting-edge research on vocabulary development and its connections to reading comprehension. The volume also reviews an array of approaches to assessing vocabulary knowledge and helping diverse learners build their skills. Key topics include the relationship of vocabulary acquisition to phonological awareness and to morphological processing, the role of parents in supporting early language development, and considerations in teaching English language learners and children with reading disabilities.

Implications for Reading Comprehension

Vocabulary Acquisition

Robert J. Sternberg

Elena Grigorenko

IBM Professor of Psychology and Education Robert J Sternberg, PhD

George B. Forsythe

Jennifer Hedlund

Joseph A. Horvath

Wendy M. Williams

Scott A. Snook

This path-breaking book reviews psychological research on practical intelligence and describes its importance in everyday life. The authors reveal the importance of tacit knowledge--what we have learned from our own experience, through action. Although it has been seen as an indispensable element of expertise, intelligence researchers have found it difficult to quantify. Based on years of research, Dr. Sternberg and his colleagues have found that tacit knowledge can be quantified and can be taught. This volume thoroughly examines studies of practical intelligence in the United States and in many other parts of the world as well, and for varied occupations, such as management, military leadership, teaching, research, and sales.

Practical Intelligence in Everyday Life

Richard K. Wagner

Books

Your next favorite book is out there