ABSTRACT
The central unifying theme of this state-of-the-art contribution to research on literacy is its rethinking and reconceptualization of individual differences in reading. Previous research, focused on cognitive components of reading, signaled the need for ongoing work to identify relevant individual differences in reading, to determine the relationship(s) of individual differences to reading development, and to account for interactions among individual differences. Addressing developments in each of these areas, this volume also describes affective individual differences, and the environments in which individual differences in reading may emerge, operate, interact, and change.
The scant comprehensive accounting of individual differences in reading is reflected in the nature of reading instruction programs today, the outcomes that are expected from successful teaching and learning, and the manner in which reading development is assessed. An important contribution of this volume is to provide prima facie evidence of the benefits of broad conceptualization of the ways in which readers differ. The Handbook of Individual Differences in Reading moves the field forward by encompassing cognitive, non-cognitive, contextual, and methodological concerns. Its breadth of coverage serves as both a useful summary of the current state of knowledge and a guide for future work in this area.
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
