"Lenses on Reading provides a historical perspective on the psychological and sociological bases of literacy. Offering an overview of classical to contemporary theories of learning, the authors illustrate through examples and teacher reflections the implications of each model for the teaching of reading. The final chapter analyzes what each theory would have to offer to the understanding of a child with a reading difficulty. This book would be very helpful for beginning graduate students without extensive knowledge of the psychology of learning."--Lauren Leslie, PhD, Marquette University
"As a teacher educator, I’m excited to make room on my bookshelf for Lenses on Reading. This book does a great job of bridging theory and practice. It brings the history of reading research to life for new teachers by contextualizing the major theories in today's classrooms. Even experienced researchers will undoubtedly experience those 'I didn’t know that!' moments when reading this book. This is an outstanding text for reading specialist programs and other graduate-level reading programs."--Nancy Frey, PhD, San Diego State University
"What a terrific text and a wonderful resource for the field! This unique text offers a thorough review of educational and psychological perspectives on reading, provides a chronological review of these perspectives in an easily accessible format, and describes applications of each perspective for practitioners and researchers. The teachers’ anecdotes, classroom applications, and research applications included in each chapter illustrate the ways that theories can be implemented in practice and exemplify the kinds of evidence-based instructional practices favored in today’s world of reading education. To my knowledge, this is the first text to provide such a comprehensive treatment of reading theories in a format that is ideal for use as a textbook or as a resource for researchers."--Kelly B. Cartwright, PhD, Department of Psychology, Christopher Newport University
"I was searching for a text for my Literacy Theory and Practice course that offered both theoretical foundations for literacy and classroom applications, and this one truly provided both. Students appreciated the thoughtful presentation of prominent literacy theories and routinely praised the way the text follows theoretical discussions with actual classroom anecdotes. The classroom scenarios facilitated our ongoing analyses of our own classroom practices and the degree to which they were (or were not) grounded in the theories presented."--Jordan M. Barkley, PhD, Associate Dean, College of Education and Professional Studies, Jacksonville State University
About the Author
Lesley Mandel Morrow, PhD, holds the rank of Professor II at the Graduate School of Education at Rutgers University, where she is Chair of the Department of Learning and Teaching. She began her career as a classroom teacher, then became a reading specialist, and later received her PhD from Fordham University. Her research deals with early literacy development and the organization and management of language arts programs, and is carried out with children and families from diverse backgrounds. Dr. Morrow has more than 250 publications. She has received numerous grants for her research from the federal government and has served as a principal research investigator for several research centers. She received Excellence in Research, Teaching and Service Awards from Rutgers University and was the recipient of the International Reading Association's Outstanding Teacher Educator of Reading Award and Fordham University's Alumni Award for Outstanding Achievement. Dr. Morrow was an elected member of the board of directors of the International Reading Association, and served as President of the organization from 2003 to 2004.