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“Tracey and Morrow present a cogent, coherent, historically informed analysis of literacy theories. They have woven diverse theoretical perspectives on reading—from behaviorism to digital literacy—into a 'must-have' text for master’s- and doctoral-level courses. The fourth edition's inclusion of links to related videos is invaluable. What a joyous romp Tracey and Morrow lead us on!”

—Nancy Frey, PhD, Department of Educational Leadership, San Diego State University


“I have consistently used this text in my doctoral seminar class, and it has proven to be an invaluable asset. Students praise the text for its rich, up-to-date exploration of reading theories and models and its succinct summaries of practical implications for instruction and research. Tailored for graduate courses and reading research seminars, the fourth edition introduces a new chapter on digital literacy and offers crucial updates on topics like direct/explicit instruction, critical literacy theory, and social equity. A new appendix with YouTube video links enhances the learning experience.”

—Patricia A. Edwards, PhD, University Distinguished Professor of Language and Literacy, Michigan State University


“The book provides opportunities for graduate students to reflect on their own students’ strengths and areas of need through various lenses. In the fourth edition, a new chapter on digital literacy reminds us that teaching and learning are continually transforming. The organization of the book around theories and models, research applications, classroom vignettes, discussion questions, and activities serves to scaffold graduate students as they learn and apply the theoretical lenses to their unique teaching environments. This text is perfect for a Psychology of Reading course or any course in which students seek to broadly understand literacy development.”

—Susan L. Massey, PhD, Director, Master of Education Program, Upper Iowa University


“If you are a beginning educator wondering about the various theories and models that underpin the instructional moves you make when teaching students to read—or an experienced teacher or researcher reexamining your instructional beliefs—the fourth edition of this book is your ideal mirror for reflection. This terrific text is straightforward, powerful, engaging, and easy to read.”

—Diane Lapp, EdD, Distinguished Professor of Education, San Diego State University; instructional coach, Health Sciences High and Middle College

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Table of Contents

1. Introduction to Theories and Models

2. Early Lenses (400 B.C.E.–Present)

3. Behavioral Lenses (1900–Present)

4. Constructivist Lenses (1920s–Present)

5. Developmental Lenses (1930s–Present)

6. Physiological Lenses (1940s–Present)

7. Affective Lenses (1940s–Present)

8. Social Learning Lenses (1950s–Present)

9. Cognitive-Processing Lenses (1960s–Present)

10. Digital Literacy Lenses (1990s–Present)

11. Putting It All Together

Appendix A. Summary Chart: Onset of Presented Theoretical Perspectives Affecting Literacy Education

Appendix B. Video Links Illustrating theories and Models in Lenses on Reading, Fourth Edition (selected by Heather Heyer)

References

Author Index

Subject Index

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About the Authors

Diane H. Tracey, EdD, LP, is a psychoanalyst in private practice and a faculty member at the Center for Modern Psychoanalytic Studies in New York City. She is Professor Emerita in the College of Education at Kean University, where she served on the faculty for 25 years. Dr. Tracey has written and presented widely on topics related to literacy achievement. She serves on the Research Committee of the Center for Modern Psychoanalytic Studies, and previously served as Secretary of the Literacy Research Association and on the editorial boards of the Journal of Literacy Research, The Reading Teacher, the National Reading Conference Yearbook, and Education and Urban Society. Prior to her work as a psychoanalyst and professor, Dr. Tracey was an early childhood educator and a research assistant on a large, federally funded grant project studying children’s reading disabilities.

• All titles by Diane H. Tracey

Lesley Mandel Morrow, PhD, is Distinguished Professor and Director of the Center for Literacy Development in the Graduate School of Education at Rutgers, The State University of New Jersey. A former classroom teacher and reading specialist, she conducts research on multiple topics in early literacy development. Dr. Morrow has published more than 500 journal articles, chapters, monographs, and books. She is a recipient of Excellence in Research, Teaching, and Service awards from Rutgers; the Outstanding Teacher Educator in Reading Award, Special Service Award, and William S. Gray Citation of Merit from the International Literacy Association (ILA); the Alumni Award for Outstanding Achievement from Fordham University; and the Oscar S. Causey Award from the Literacy Research Association. Dr. Morrow has served as president of both the ILA and the Reading Hall of Fame.

• Author's website
• All titles by Lesley Mandel Morrow

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Audience

Teacher educators and graduate students; K–12 staff developers; school and educational psychologists.

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Course Use

Serves as a text in such courses as Foundations of Reading/Literacy and Theories of Reading/Literacy.

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Previous editions published by Guilford:

Third Edition, © 2017
ISBN: 9781462530649

Second Edition, © 2012
ISBN: 9781462504701

First Edition, © 2006
ISBN: 9781593852962

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New to this edition:

• Chapter on digital literacy.
• Expanded discussions of direct/explicit instruction, social and emotional learning, critical literacy theory, critical race theory, culturally responsive teaching, social equity and justice, the science of reading, and neuroscientific lenses.
• All chapters updated with the latest research; many new classroom anecdotes added.
• Links to recommended YouTube videos illustrating the theories and models.