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Maine Reading First Course

Maine Reading First Course. Session #2 Literacy Learning Theory. Key Learning Goals Session 2 Literacy Learning Theory. Explore literacy learning theories from research-based perspectives, including instructional approaches and environmental supports.

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Maine Reading First Course

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  1. Maine Reading First Course Session #2Literacy Learning Theory Maine Department of Education 2005

  2. Key Learning GoalsSession 2Literacy Learning Theory • Explore literacy learning theories from research-based perspectives, including instructional approaches and environmental supports. • Contrast explicit, systematic teaching with incidental teaching. • Explore the uses of assessment as a support to guiding instruction, including screening diagnosis, progress –monitoring, and outcome based measures. Maine Department of Education 2005

  3. How did you learn to… • ride a bike? • swim? • drive a car? (Weaver, et al, 1996) Maine Department of Education 2005

  4. Cambourne’s Conditions for Learning(Brian Cambourne, 1988) Immersion Demonstration Expectation Responsibility Use Approximation Response Maine Department of Education 2005

  5. Theories of Reading(Wilhelm, Baker & Dube, 2001) • One-Sided Methods • Curriculum Centered • Student-Centered • Two-Sided Methods • Teaching/Learning Centered Maine Department of Education 2005

  6. Scaffolding Instruction(Just Read Florida) • Activate and build students’ background knowledge • Review previously taught knowledge/skills and re-teach when necessary • Present new materials in small steps • Model procedures and/or “think aloud” • Provide guided practice • Check for understanding • Provide appropriate feedback • Include opportunities for extensive practice Maine Department of Education 2005

  7. Modes of Scaffolding(Wihelm, Baker, & Dube, 2001) Maine Department of Education 2005

  8. The purpose of assessment is to: • Document student growth • Determine grades • Determine student groups • Evaluate the instructional program • Provide information about students’ strategies • Provide information about students’ errors • Provide information useful for adapting instruction • Screen students for further assessment • Monitor students’ progress over time Maine Department of Education 2005

  9. Four Kinds of Reading Assessments Screening Measures Administered to determine which children are at risk for reading difficulty and who may need intervention support Diagnostic Measures Help teachers plan instruction by providing in-depth information about students’ skills and instructional needs Progress Monitoring Measures Determine if students are making adequate progress or need more intervention to achieve grade level reading outcomes. Outcome Measures Provide a bottom-line evaluation of the effectiveness of the reading program. Maine Department of Education 2005

  10. 3—2—1 • 3—things worth remembering • 2—things to learn more about • 1—burning question Maine Department of Education 2005

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