1st Edition

Handbook of Individual Differences in Reading Reader, Text, and Context

Edited By Peter Afflerbach Copyright 2016
    424 Pages
    by Routledge

    424 Pages
    by Routledge

    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



    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



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