"Psychology in Teaching Reading" explores the cognitive, behavioral, and emotional processes underlying how students learn to read. The book integrates principles from educational psychology with practical classroom strategies to help teachers design effective reading instruction. It examines stages of reading development, assessment of reading skills, and how motivation, attention, memory, and prior knowledge influence decoding, fluency, vocabulary, and comprehension.

Key Topics:
- The psychology of reading development across early childhood to adolescence;
- Cognitive processes in reading: decoding, fluency, and comprehension;
- Role of vocabulary, background knowledge, and metacognition;
- Assessment practices: formative and summative measures for reading;
- Instructional approaches: direct instruction, guided practice, model-based strategies;
- Differentiation and inclusive practices for diverse learners;
- Motivation, engagement, and self-regulated learning in reading;
- Classroom implications: designing literacy blocks, interventions, and progress monitoring.