The Psychology and Pedagogy of Reading Processes

Abstract

The chapter reviews selected research related to basic reading processes, instructional practices, and policy contexts as they account for the development of expert readers. It begins with an account of the word- and text-level processes and understandings that account for skilled reading, including phonemic awareness, word recognition, decoding, vocabulary, comprehension, awareness of text structure, and various sorts of knowledge, including knowledge about language, the world, and school disciplines. The chapter then shifts to an account of research related to the pedagogical practices that have been used to promote the development of expert readers in K-12 classrooms. The chapter ends with a short journey into the world of policy, with a discussion of how curriculum, pedagogy and even the science of reading research are shaped by political forces operating at the national, regional, and local level in modern societies.

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