Imagery and Text, Second Edition extends the first edition’s unified theory of cognition in literacy from the perspective of Dual Coding Theory (DCT), one of the most influential and empirically sound theories of cognition ever developed. This theory provides a comprehensive, systematic account of all major aspects of literacy including decoding, comprehension, and response in reading and composing in writing. The Second Edition updates DCT as a scientific theory, a cognitive theory, an embodied theory, and a constructivist theory of literacy. New content includes a detailed account of the decoding process and its integral connection to comprehension, a new program of research on DCT in composing text, a review of neuroscientific support, and increased attention to multimedia literacy, socio-cultural influences, and recent educational applications. More than any other theory, DCT explains how both verbal and nonverbal cognition are woven together through all aspects of literacy. Written in concise chapters with illustrative examples, Imagery and Text is approachable for both students and advanced scholars in the field of literacy.
Table of Contents
Preface 1. A Unified Theory of Literacy 2. Historical and Philosophical Background 3. Dual Coding in Literacy 4. Meaning and Comprehension 5. Memory 6. Neuroscience and DCT in Literacy 7. The Reading Process 8. Written Composition 9. Educational Applications of DCT References Index
Mark Sadoski is Director of Educational Development and a Professor in the Department of Humanities in Medicine at the Texas A&M Health Science Center College of Medicine and a member of the Department of Educational Psychology and the Department of Teaching, Learning, and Culture at Texas A&M University.
Allan Paivio is Emeritus Professor of Psychology, University of Western Ontario, Canada.
"...an important addition to the study of reading and writing theory. It is the first text to present a unified theory consistent with the Dual Coding Theory (DCT) of cognition....Imagery and Text offers readers a concise and useable text. This book is on the 'cutting-edge' and is recommended for graduate classes covering literacy theory, remedial reading, development of assessment strategies, and literacy education in general."
—Journal of Adolescent & Adult Literacy
"...reading the book is a pleasure: It is short, well organized into eight coherent chapters, and well written....Imagery and Text belongs on your bookshelf if you are interested in the cognitive psychology of mental representations and its implications for the educational psychology of reading and writing."
—APA Review of Books
"The strength of this book lays in its precision, accuracy and clarity...It is meticulously researched and logically structured-the treatment of memory and remembering in chapter five is particularly well structured. In writing this volume the authors have chosen to value knowledge that has derived from empirical research...Their focus on reading and writing points to the need for further research in areas such as the use of visual imagery by indigenous story tellers, individual differences in imagery ability including differences in subjects ability to manipulate or think with images, and classroom based research into the role of imagery in language and literacy development...Imagery and Text is a welcome addition to the field of education and psychology. It will, no doubt find a place as a set text for these courses."
—Reading and Writing: An Interdisciplinary Journal