Historical, Theoretical, and Sociological Foundations of Reading in the United States

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9780137020393: Historical, Theoretical, and Sociological Foundations of Reading in the United States
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A select sampling of the perspectives of leading reading researchers, combined with those of practitioners from various fields of study–educational psychology, special education, sociology, bilingual education, linguistics–to present a comprehensive look at the current state of reading instruction.

 

Theoretical, Historical, and Sociological Foundations of Reading in the United States combines a variety of thoughts about the processes and foundations of reading to provide a firm understanding of reading instruction: how it has been taught in the past, the disciplines that have contributed to the study of reading along the way and the new frontiers into which the field is migrating.

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What makes Theoretical, Historical, and Sociological Foundations of Reading in the United St ates unique?

 

This resource includes an outstanding sampling of the perspectives of leading reading researchers, combined with those of practitioners of various fields of study-educational psychology, special education, sociology, bilingual education, linguistics-to provide a comprehensive look at the current state of reading instruction. The articles cover how reading has been taught in the past, the disciplines that have contributed to the study of reading along the way, and the new frontiers into which the field is migrating.

 

Theoretical, Historical, and Sociological Foundations of Reading in the United States combines theory and practical application that give new and experienced teachers alike the opportunity to enhance their knowledge, challenge their thinking, and provide an expanded perspective for study. Included are classic articles that have inspired professionals to rethink and often move in a new direction in reading instruction, plus newer, less well-known voices of those who have expertise on their topics and bring years of authentic life experiences with diverse student populations to our understanding of the teaching of reading in the 21st century.

 

About the Authors

Dr. Jeanne Cobb is Professor of Literacy Education at Coastal Carolina University and has over 26 years of experience in education as an elementary school teacher, reading specialist, Title I teacher, university professor, and reading clinic director. Dr. Cobb's primary research interests are in the field of emergent literacy and intervention strategies for the improvement of literacy achievement of struggling readers and writers. Her articles have appeared in the Journal of Adolescent and Adult Literacy, Journal of Students Placed at Risk, Journal of Reading Education and the NRC Yearbook and she has presented research papers at various international, national state/regional conferences and has conducted workshops for parents and teachers. She serves on editorial boards for educational journals and serves as conference proposal reviewer for literacy associations. Jeanne

Cobb received her doctorate in literacy from the University of Tennessee, Knoxville.

 

Dr. Mary Kallus is an Associate Professor of Curriculum and Instruction at Eastern New Mexico University. With over 15 years of experience in K-12 and university classrooms, she continues to enjoy teaching all ages, as well as learning. Dr. Kallus has co-authored publications in Language Arts and the NRC Yearbook. Her research interests include content area literacy, adolescent literacy, intertextuality, and the use of children's literature in the classroom. Through exploring these research interests, Dr. Kallus has had the opportunity to present at several local, state, regional, and national conferences. She completed

her doctorate in curriculum and instruction with an emphasis in literacy at Texas Tech University.

About the Author:

Dr. Jeanne Cobb is Professor of Literacy Education at Coastal Carolina University and has over 26 years of experience in education as an elementary school teacher, reading specialist, Title I teacher, university professor, and reading clinic director. Dr. Cobb’s primary research interests are in the field of emergent literacy and intervention strategies for the improvement of literacy achievement of struggling readers and writers. Her articles have appeared in the Journal of Adolescent and Adult Literacy, Journal of Students Placed at Risk, Journal of Reading Education and the NRC Yearbook and she has presented research papers at various international, national state/regional conferences and has conducted workshops for parents and teachers. She serves on editorial boards for educational journals and serves as conference proposal reviewer for literacy associations. Jeanne Cobb received her doctorate in literacy from the University of Tennessee, Knoxville.

 

 

Dr. Mary Kallus is an Associate Professor of Curriculum and Instruction at Eastern New Mexico University. With over fifteen years of experience in K-12 and university classrooms, she continues to enjoy teaching all ages, as well as learning. Dr. Kallus has co-authored publications in Language Arts and the NRC Yearbook. Her research interests include content area literacy, adolescent literacy, intertextuality, and the use of children’s literature in the classroom. Through exploring these research interests, Dr. Kallus has had the opportunity to present at several local, state, regional, and national conferences. She completed her doctorate in curriculum and instruction with an emphasis in literacy at Texas Tech University.

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