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SESSION 10. Putting It All Together Chapter 10 Tracey and Morrow. Let’s Review!. EARLY ROOTS. Early Theories and Models Applicable To Reading (400 B.C.-1899). MENTAL DISCIPLINE THEORY. The mind lies dormant until it is exercised!. MIND + EXERCISE. = LEARNING.
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SESSION 10 Putting It All Together Chapter 10 Tracey and Morrow Benedictine University
Let’s Review! Benedictine University
EARLY ROOTS Early Theories and Models Applicable To Reading (400 B.C.-1899) Benedictine University
MENTAL DISCIPLINE THEORY The mind lies dormant until it is exercised! MIND + EXERCISE = LEARNING Benedictine University
ASSOCIATIONISM 3 KINDS OF CONNECTIONS AID MEMORY AND LEARNING CONTINGUITY THINGS THAT OCCUR TOGETHER SIMILARITY SIMILAR CATEGORIES CONTRAST OPPOSITES Benedictine University
UNFOLDMENT THEORY A natural unfolding of the mind based on individual curiosity and interest! Humm… Mail Arrives I need to buy a baby gift! Susie had a baby! Benedictine University
STRUCTURALISM Understanding the mind through the study of perception! LETTER AND WORD RECOGNITION LEGIBILITY OF PRINT SPAN OF ATTENTION Benedictine University
BEHAVIORISM The Dominant Educational Theory for 50 Years (1900-1950) Benedictine University
CLASSICAL CONDITIONING THEORY This theory exemplifies behaviorism because it focuses on observable changes in behavior and responses to stimuli as demonstrative of learning Benedictine University
CONNECTIONISM Law of Effect “Principle of Reinforcement” • Law of Readiness • Law of Identical Elements • Law of Exercise Benedictine University
OPERANT CONDITIONING THEORY Skinner’s research focused on the use of reinforcement and punishment in behavior “Programmed Learning”-Instruction is broken down into small, successive steps that maximize the likelihood of students’ success and minimize the likelihood of students’ frustration and failure Benedictine University
CONSTRUCTIVISM (1920s-PRESENT) Benedictine University
INQUIRY LEARNING Dewey emphasized the following aspects in students’ learning: THE GROWTH OF THE INDIVIDUAL THE IMPORTANCE OF THE ENVIRONMENT THE ROLE OF THE TEACHER Benedictine University
SCHEMA THEORY People organize everything they know into schemas, or knowledge structures! • Schemas are individualized • Without an existing schema, it is very hard to learn new information on a topic! • The more elaborate the individual’s schema is for any given topic, the more easily he or she will be able to learn new information in that topic area Benedictine University
TRANSACTIONAL / READER RESPONSE THEORY All individuals have 2 responses to text: • “Efferent” Responses • FACT-ORIENTED • “Aesthetic” Responses • PERSONALLY AND EMOTIONALLY BASED • It Is Also Important To Remember Text Connections! TEXT- TO- TEXT TEXT- TO-SELF TEXT –TO- WORLD Benedictine University
PSYCHOLINGUISTIC THEORY • This theory discusses the link between psychology and language • Readers rely on language cueing systems to help the rapidly read text • In addition, readers use their knowledge about language, and the world in general, to drive their thinking as they engage in the reading process which allows them to make predictions Benedictine University
WHOLE LANGUAGE THEORY Benedictine University
METACOGNITION The process of thinking about one’s own thinking Benedictine University
ENGAGEMENT THEORY • Engaged readers are mentally active, intrinsically motivated readers who read frequently and use metacognitive strategies in addition to talking with others about what they are reading and learning! Benedictine University
THEORIES OF LITERACY DEVELOPMENT (1930s-PRESENT) Benedictine University
READING UNTIL AGE 6 Years / 6 Months MATURATION THEORY • Formal reading instruction was withheld from children both at home and at school until children reached the mental age of 6 years and 6 months Benedictine University
THEORY OF LITERACY DEVELOPMENT Benedictine University
STAGE MODELS OF READING Benedictine University
Emergent Literacy In Your Classroom Benedictine University
Family Literacy In Your Classroom Benedictine University
SOCIAL LEARNING PERSPECTIVES (1960s-PRESENT) Benedictine University
SOCIOLINGUISTIC THEORY • Often pre-school children from at-risk communities do notacquire the high-quality oral language foundations, familiarity with Standard English syntax, or the same vocabulary levels, that children from more affluent communities acquire Benedictine University
SOCIO-CULTURAL THEORYBronfenner’s Ecological Model of Human Development Benedictine University
SOCIAL CONSTRUCTIVISM • Children learn as a result of social interaction with others • Development depends on the sign systems (a culture’s language, writing, and counting systems) with which individuals grow up • The Zone of Proximal Development: • The ideal level of task difficulty to facilitate learning is the level at which a child can be successful with appropriate support • Scaffolding: • The assistance that adults and more competent peers provide during learning episodes Benedictine University
SOCIAL LEARNING THEORYApply It In Your Classroom! Benedictine University
CRITICAL LITERACY THEORY The concept of power in relation to literacy learning Benedictine University
INFORMATION/COGNITIVE PROCESSING PERSPECTIVES (1950s-1970s) Benedictine University
INFORMATION PROCESSING THEORIES • This has been the dominant theory of learning and memory for the past 20 years Benedictine University
SUBSTRATA-FACTOR THEORY • The creation of this theory allowed for the beginning of hypothesis-based investigations in reading Benedictine University
RAUDING THEORY:The Components Benedictine University
GOUGH’S MODEL • A “Bottoms Up” Model: The reading process begins when the eye captures the input of each letter from the text Benedictine University
AUTOMATIC INFORMATION PROCESSING MODEL • Another “bottoms up” model– • Five major components include: • Visual • Phonological • Episodic, • Semantic Memory • Attention Benedictine University
INTERACTIVE MODEL • A variety of processors converge on the material simultaneously, rather than in a linear process HELP! Benedictine University
INFORMATION/COGNITIVE PROCESSING PERSPECTIVES, cont. (1980s) Benedictine University
INTERACTIVE: COMPENSATORY MODEL • This model is neither top down or bottom up • According to this model, there are 4 text processors that are: • Interactive • Non-linear • Compensatory! • Teach students how to use context clues • Provide instruction on how to be flexible readers Benedictine University
ORTHOGRAPHIC PROCESSING PERSPECTIVE DECODING “SOUNDING IT OUT” GRAPHOPHONEMIC AWARENESS Benedictine University
VERBAL EFFICIENCY THEORY • Activities known to strengthen children's oral language include: • Listening to stories read aloud and books on tape • Creating language experience charts • Buddy reading • Engaging in dramatic play and storytelling • Cooking activities Benedictine University
CONSTRUCTION-INTEGRATION MODEL • When readers read, they construct representations, or understandings, of what they have read in their heads Benedictine University
PHONOLOGICAL-CORE VARIABLE DIFFERENCE MODEL Benedictine University
INFORMATION/COGNITIVE PROCESSING PERSPECTIVES State Of The Art (1989-Present) Benedictine University
PARALLEL DISTRIBUTED PROCESSING MODEL • There are four primary processors that are central to the reading process: The Orthographic Processor, The Meaning Processor, The Context Processor, and The Phonological Processor • This model suggests that during the reading process the orthographic processor uses the strength of the connections between letters to activate lettersthat are likely to follow the initially identified letter and to suppress lettersthat are unlikely to follow the initially identified letters QUIET SQUIRREL QUEEN Benedictine University
DUAL-ROUTE CASCADED MODEL • The computer has two routes from processing text input: Lexical Route and the Non-Lexical Route Benedictine University
DOUBLE-DEFICIT HYPOTHESIS • Many reading disabled children also suffer from a deficit in rapid naming skill in addition to a phonological deficit Benedictine University
NEUROSCIENCE AND EDUCATION • Neuroscience studies cognition, but is rooted in biology • The occipital, temporal, and parietal areas of the brain are largely responsible for processing print Benedictine University
What Have We Learned? Complete The Puzzle! Benedictine University