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Full Product Details

Author:   Peter Afflerbach (University of Maryland, USA)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 17.80cm , Height: 2.80cm , Length: 25.40cm
Weight:   0.907kg
ISBN:  

9780415658874

ISBN 10:   041565887
Pages:   406
Publication Date:   14 September 2015
Audience:   College/higher education ,  General/trade ,  Tertiary & Higher Education ,  General
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Foreword by Anne Cunningham and Keith Stanovich Preface Acknowledgements Chapter 1: Individual Differences in Reading: A Brief Overview and History by Peter Afflerbach Chapter 2: Identifying Individual Differences in Reading: What Are We Looking For? by Emily Fox and Liliana Maggioni Chapter 3: Metacognition and Individual Differences by Marcel V.J. Veenman Chapter 4: Engagement and Motivational Processes in Reading by John T. Guthrie and Susan Lutz Klauda Chapter 5: Self-Efficacy, Agency, and Volition: Student Beliefs and Reading Motivation by Dale H. Schunk and William D. Bursuck Chapter 6: The Role of Epistemic Beliefs in the Comprehension of Single and Multiple Texts by Ivar Bråten, Helge I. Strømsø, and Leila E. Ferguson Chapter 7: Individual Differences in Phonological Awareness and their Role in Learning to Read by Jamie Quinn, Mercedes Spencer, and Richard K. Wagner Chapter 8: Individual Differences in Word Recognition: Reading Acquisition and Reading Disabilities by Jamie L. Metsala & Margaret D. David Chapter 9: Reading Fluency and Individual Differences by Paula J. Schwanenflugel and Melanie R. Kuhn Chapter 10: Complexities of Individual Differences in Vocabulary Knowledge: Implications for Research, Assessment, and Instruction by Michael J. Kieffer and Katherine D. Stahl Chapter 11: Individual Differences in Reading Comprehension by Paul van den Broek, Jolien M. Mouw, & Astrid Kraal Chapter 12: Prior Knowledge: Acquisition and Revision by Panayiota Kendeou and Edward J. O’Brien Chapter 13: Higher Order Thinking in Comprehension by Danielle S. McNamara, Matthew Jacovina, and Laura Varner Chapter 14: School Contexts and the Production of Individual Differences by Julie E. Learned and Elizabeth Birr Moje Chapter 15: Classroom Influences On Individual Differences by Richard L. Allington and Rachael Gabriel Chapter 16: Discursive Contexts, Reading and Individual Differences by Peter Johnston and Gay Ivey Chapter 17: Language Differences that Influence Reading Development: Instructional Implications of Alternative Interpretations of the Research Evidence by Jim Cummins Chapter 18: Individual Differences in Reading History by Bruce VanSledright Chapter 19: Individual Differences in The New Literacies of Online Research and Comprehension by Donald J. Leu, Carita Kiili, and Elena Forzani Chapter 20: Family Matters: Home Influences and Individual Differences in Children’s Reading Development by Jennifer D. Turner, Maria E. Crassas, and Pamela H. Segal Chapter 21: Influences of the Experience of Race as a Lens for Understanding Variation in Displays of Competence in Reading Comprehension by Carol D. Lee Chapter 22: The influence of poverty on individual differences in reading by Alpana Bhattacharya Chapter 23: Constructions of Difference: How Reading First, Response to Intervention, and Common Core policies conceptualize individual differences by Sarah L. Woulfin Chapter 24: The Role of Individual Differences in Working Memory Capacity on Reading Comprehension Ability by Chantel S. Prat, Roy Seo, & Brianna L. Yamasaki Chapter 25: Individual Differences in Perceptual Processing and Eye Movements in Reading by Keith Rayner, Matthew J. Abbott, and Patrick Plummer Chapter 26: Cognitive Processing and Reading Comprehension: Issues of Theory, Causality, and Individual Differences by Ralph E. Reynolds, Byeong-Young Cho, and Amy Hutchison Chapter 27: Individual Differences Relations and Interrelations: Reconciling Issues of Definition, Dynamism, and Development by Sandra M. Loughlin and Patricia A. Alexander List the Contributors Index

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Author Information

Peter Afflerbach is Professor of Reading in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, USA.

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