The Psychology and Pedagogy of Reading Processes
Bibliographic Data
| ID | 23707883 |
|---|---|
| Authors | P David Pearson (0000-0002-5327-6305, University of California, Berkeley), Gina Cervetti, Gina N Cervetti (Michigan Department of Education) |
| Year | 2012 |
| Publication date | 2012-09-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | OTHER |
| Venue | Handbook of Psychology, Second Edition (JOURNAL) |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/9781118133880.hop207012 |
| OpenAlex | W1490248263 |
| ISBN | 9781118133880 |
| Language | EN |
| Citations received | 3 |
| References cited | 116 |
The chapter reviews selected research related to basic reading processes, instructional practices, and policy contexts as they account for the development of expert readers. It begins with an account of the word- and text-level processes and understandings that account for skilled reading, including phonemic awareness, word recognition, decoding, vocabulary, comprehension, awareness of text structure, and various sorts of knowledge, including knowledge about language, the world, and school disciplines. The chapter then shifts to an account of research related to the pedagogical practices that have been used to promote the development of expert readers in K-12 classrooms. The chapter ends with a short journey into the world of policy, with a discussion of how curriculum, pedagogy and even the science of reading research are shaped by political forces operating at the national, regional, and local level in modern societies.
Curriculum · Linguistics · Mathematics education · Pedagogy · Reading (process) · Reading comprehension · Vocabulary · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Reading and Literacy Development
Higher order thinking skills-based reading literacy assessment instrument
To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms
Domain-specific academic vocabulary network development in elementary grades core disciplinary textbooks
Learning to Read the Great Debate
Handbook of Education Policy Research
The Science of Reading
Mental Representations
Differential Competencies Contributing to Children's Comprehension of Narrative and Expository Texts
Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction.
The effects of readers’ goals on inference generation and memory for texts
Reciprocal Teaching
The dissociation of word reading and text comprehension
Child Development and Emergent Literacy
The spatial coding model of visual word identification.
Phonological recoding and self-teaching
Examining the effects of classroom discussion on students’ comprehension of text
Learning to Read Words
Academic Language and the Challenge of Reading for Learning About Science
Effects of long-term vocabulary instruction on lexical access and reading comprehension.
The Effects of Vocabulary Intervention on Young Children’s Word Learning
What the discourse tells us
Becoming a strategic reader
DRC
Generating Knowledge of Academic Language Among Urban Middle School Students
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
Arguing to Learn in Science
Predicting reading comprehension in early elementary school
The Effects of Vocabulary Instruction
Moving From the Old to the New
The role of knowledge in discourse comprehension
Decoding, Reading, and Reading Disability
Readings in Modern Linguistics
The Handbook of Psycholinguistics
Phonological and orthographic processing
Teaching Disciplinary Literacy to Adolescents
Disciplinary Literacies Across Content Areas
What Is Academic Vocabulary
Foregrounding the Disciplines in Secondary Literacy Teaching and Learning
Effects of Instruction in Morphological Awareness on Literacy Achievement
Readability Revisited
The Road to Participation
Grand Conversations
An evaluation of two approaches for teaching reading comprehension strategies in the primary years using science information texts
The Scope of Memory-Based Processing
Students making sense of informational text
The Scope of Memory-Based Processing
The readiness is all
Fluctuations in the Availability of Information During Reading
Investigations of inferential processes in reading
Learning from text
Beginning to Read
Mental Models
A New Academic Word List
Learning Words from Context
Use of Top-Level Structure in Text
Patterns of Discourse in Two Kinds of Literature Discussion
Awareness of Four Text Structures
Some Effects of the Nature and Frequency of Vocabulary Instruction on the Knowledge and Use of Words
Rethinking Reading Comprehension Instruction
How Many Words Are There in Printed School English
Learning to read and write genre‐specific text
The Cooperative Research Program in First‐Grade Reading Instruction
Phonemic Awareness Instruction Helps Children Learn to Read
Early reading acquisition and its relation to reading experience and ability 10 years later
National Reports in Literacy
Coh-Metrix
Teaching to Read, Historically Considered
Children’s Use of Text Structure in the Recall of Expository Material
Integrating Literacy and Science in Biology
Vocabulary Tricks
Learning Word Meanings from Context during Normal Reading
Dialogic Discussion and the Paideia Seminar
On the Reading of Historical Texts
Effective Practices for Developing Reading Comprehension
Revisiting the simple view of reading
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,43 |
| Citation span | 2019 - 2020 (2) |
| Citation velocity | historical |
| Highly cited | No |