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NASP Home NASP Publications School Psychology Review (SPR) Volume 24 Issue 3 (1995) Development, Cognitive, and Sociocult...
Volume 24, Issue 3 (1995)

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

pp. 331—344

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.

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