The Psychology of Teaching Reading

The Psychology of Teaching Reading

The Psychology of Teaching Reading

The Psychology of Teaching Reading

Excerpt

This book is addressed to the problem of teaching children to read. It is primarily designed as a text for professional courses on the psychology and teaching of reading, but it should also be helpful to experienced teachers who have completed their formal training, and to parents and others who wish to be enlightened on the subject of modern methods of teaching reading.

The emphasis which this book places on the psychological foundations of method distinguishes it from many others in its field. Too often in the past, books on the teaching of reading have treated the subject without an adequate account of the psychological rationale of the techniques proposed. Our principal purpose has been to review the psychological evidence which provides the very basis of method. In short, it is our firm conviction that teachers will achieve better results if they understand the "why" as well as the "how" of their techniques. However, while we have used the psychological approach, we have taken care throughout to illustrate the principles in question by means of frequent references to case material and actual classroom performance.

The results of recent investigations of child development are discussed at length because of the influence which these studies have exercised on school practice. The attention which we have given to the developmental aspects of reading amounts to a central theme. While thus stressing the importance of "growing into reading," the authors do not lose sight of the fact that it is with the learning processes of the child--motivational, emotional, and cognitive--that the teacher is quite as much concerned.

We have also devoted a great deal of space to a review of eye-movement studies and short-exposure experiments. This research has thrown light on the fundamental nature of the reading process, and the results permit immediate classroom application. Other research, in more specialized areas, has been less . . .

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