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The need to know why as well as how children and youth respond as
they do to reading instruction has guided the selection of this
book's content. The second edition of this title, originally
published in 1990, has retained and elaborated upon the three major
themes previously presented: that reading is a linguistic process;
that motivation, the affective domain, may be as important in
learning to read as the cognitive domain; and that the reality of
learning theory is to be found in the mechanisms of the brain where
information is mediated and memory traces are stored. The text
integrates views from cognitive psychology, psycholinguistics, and
neuropsychology as they relate to reading and writing. A
learning-motivation model is provided to present associative
learning, conceptualization, and self-directed reading in a
hierarchical relationship with distinct cognitive and affective
components. The distinction between beginning and proficient
reading is maintained throughout the text.
The need to know why as well as how children and youth respond as
they do to reading instruction has guided the selection of this
book's content. The second edition of this title, originally
published in 1990, has retained and elaborated upon the three major
themes previously presented: that reading is a linguistic process;
that motivation, the affective domain, may be as important in
learning to read as the cognitive domain; and that the reality of
learning theory is to be found in the mechanisms of the brain where
information is mediated and memory traces are stored. The text
integrates views from cognitive psychology, psycholinguistics, and
neuropsychology as they relate to reading and writing. A
learning-motivation model is provided to present associative
learning, conceptualization, and self-directed reading in a
hierarchical relationship with distinct cognitive and affective
components. The distinction between beginning and proficient
reading is maintained throughout the text.
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