Review
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"The third edition of this text raises the bar. The authors have
captured our field's historical and present-day understanding of
the behavioral, cognitive, and sociocultural influences on
reading development. Content on neuroscience represents the
leading edge of reading research and is not to be missed. This
indispensable book belongs on the desk of every reading
researcher and in the collection of every graduate student of
reading."--Nancy Frey, PhD, Professor of Educational Leadership,
San Diego State University
"The balance of theoretical explanations, research ideas,
classroom applications, and teacher anecdotes makes this an ideal
text for introductory graduate courses in literacy research and
methods. Adding to the robust overview of theories and models,
new chapters in the third edition examine the critical yet often
hidden roles of physiology and affect in literacy learning and
achievement. The addition of Critical Race Theory and
Multiliteracies Theory to the chapter on social learning theories
also provides essential perspectives."--Janice F. Almasi, PhD,
Carol Lee Robertson Endowed Professor of Literacy Education,
University of Kentucky
"The third edition of Lenses on Reading invites teachers to
deepen their understanding of theories and models of reading in
order to gain perspective and ground their work. What is unique
about this text is the way the authors provide clear and
inful implications for practice and research. I have used
prior editions in graduate classes for over a decade, and my
students consistently give the text high marks for helping them
understand why theory is so important and how it shapes our
practices. I absolutely love this book and think it has had a
significant impact on our field."--Linda B. Gambrell, PhD,
Distinguished Professor Emeritus of Education, Clemson University
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About the Author
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Diane H. Tracey, EdD, is Professor of Education at Kean
University. She has written widely on topics related to literacy
achievement and is an active presenter at local, state, and
national conferences. Dr. Tracey has served as Secretary of the
Literacy Research Association and on the editorial review boards
of the Journal of Literacy Research, The Reading Teacher, the
National Reading Conference Yearbook, and Education and Urban
Society. Currently she is coeditor of the Journal of School
Connections. Dr. Tracey is a recipient of Kean University’s
Presidential Scholars Challenge Award. Prior to her work at the
university level, she was an early childhood educator and a
research assistant on a large, federally funded grant project
studying children’s reading disabilities. Dr. Tracey is also a
graduate student at the Center for Modern Psychoanalytic Studies,
training to become a modern psychoanalyst.
Lesley Mandel Morrow, PhD, is Distinguished Professor and
Director of the Center for Literacy Development at the Graduate
School of Education at Rutgers, The State University of New
Jersey. A former classroom teacher and reading spet, her
research deals with multiple topics in early literacy
development. Dr. Morrow has more than 300 publications, including
journal articles, chapters, monographs, and books. She is a
recipient of Excellence in Research, Teaching, and Service awards
from Rutgers; the Outstanding Teacher Educator in Reading Award,
the Special Service Award, and the William S. Gray Citation of
Merit from the International Literacy Association (ILA); the
Alumni Award for Outstanding Achievement from Fordham University;
and the O S. Causey Award from the Literacy Research
Association. Dr. Morrow has served as president of both the ILA
and the Reading Hall of Fame.
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