The Psychology of Reading
Theory and Applications
Paula J. Schwanenflugel and Nancy Flanagan Knapp
HardcoverPaperbacke-bookprint + e-book
Hardcover
orderNovember 11, 2015
ISBN 9781462523511
Price: $74.00 360 Pages
Size: 7" x 10"
Paperback
orderNovember 12, 2015
ISBN 9781462523504
Price: $49.00360 Pages
Size: 7" x 10"
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Paula J. Schwanenflugel, PhD, is Professor of Educational Psychology at the University of Georgia, where she researches and 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 Flanagan 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 thePsychology of Reading course for 17 years. Dr. Knapp's current research focuses on helping struggling readers and improving instruction at the K-12 and postsecondary levels. She 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 has published numerous articles on literacy and teaching and is a founding editor of the journal Teaching Educational Psychology.
Nancy Flanagan 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