Developmental, Cognitive, and Sociocultural Perspectives on Assessing and Instructing Reading

Abstract

This article presents three perspectives influencing contemporary views of literacy learning: developmental, cognitive, and sociocultural. These perspectives inform the selection of guidelines for the school psychologist engaged in assessing and recommending instruction in the areas of word recognition, vocabulary, and text comprehension.

Additional information

Notes on contributors

Annemarie Sullivan Palincsar

Annemarie Sullivan Palincsar, PhD, is Jean and Charles Walgreen Professor of Literacy in Educational Studies at the University of Michigan. She completed her graduate studies at the University of Illinois, Champaign-Urbana. In addition to preparing teachers to work in diverse classrooms of learners, she conducts research on the development of literacy with students identified as learning disabled and the teaching of literacy in inquiry-driven instruction.

Nancy Ellen Perry

Nancy Ellen Perry, MA, is a doctoral student in Educational Studies at the University of Michigan. She completed her master's degree at Simon Fraser University. Her research interests include alternative assessment practices in literacy, and instructing students with learning difficulties to engage in successful intentional learning.