1 / 51

SESSION 10

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.

payton
Télécharger la présentation

SESSION 10

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. SESSION 10 Putting It All Together Chapter 10 Tracey and Morrow Benedictine University

  2. Let’s Review! Benedictine University

  3. EARLY ROOTS Early Theories and Models Applicable To Reading (400 B.C.-1899) Benedictine University

  4. MENTAL DISCIPLINE THEORY The mind lies dormant until it is exercised! MIND + EXERCISE = LEARNING Benedictine University

  5. ASSOCIATIONISM 3 KINDS OF CONNECTIONS AID MEMORY AND LEARNING CONTINGUITY THINGS THAT OCCUR TOGETHER SIMILARITY SIMILAR CATEGORIES CONTRAST OPPOSITES Benedictine University

  6. 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

  7. STRUCTURALISM Understanding the mind through the study of perception! LETTER AND WORD RECOGNITION LEGIBILITY OF PRINT SPAN OF ATTENTION Benedictine University

  8. BEHAVIORISM The Dominant Educational Theory for 50 Years (1900-1950) Benedictine University

  9. 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

  10. CONNECTIONISM Law of Effect “Principle of Reinforcement” • Law of Readiness • Law of Identical Elements • Law of Exercise Benedictine University

  11. 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

  12. CONSTRUCTIVISM (1920s-PRESENT) Benedictine University

  13. 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

  14. 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

  15. 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

  16. 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

  17. WHOLE LANGUAGE THEORY Benedictine University

  18. METACOGNITION The process of thinking about one’s own thinking Benedictine University

  19. 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

  20. THEORIES OF LITERACY DEVELOPMENT (1930s-PRESENT) Benedictine University

  21. 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

  22. THEORY OF LITERACY DEVELOPMENT Benedictine University

  23. STAGE MODELS OF READING Benedictine University

  24. Emergent Literacy In Your Classroom Benedictine University

  25. Family Literacy In Your Classroom Benedictine University

  26. SOCIAL LEARNING PERSPECTIVES (1960s-PRESENT) Benedictine University

  27. 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

  28. SOCIO-CULTURAL THEORYBronfenner’s Ecological Model of Human Development Benedictine University

  29. 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

  30. SOCIAL LEARNING THEORYApply It In Your Classroom! Benedictine University

  31. CRITICAL LITERACY THEORY The concept of power in relation to literacy learning Benedictine University

  32. INFORMATION/COGNITIVE PROCESSING PERSPECTIVES (1950s-1970s) Benedictine University

  33. INFORMATION PROCESSING THEORIES • This has been the dominant theory of learning and memory for the past 20 years Benedictine University

  34. SUBSTRATA-FACTOR THEORY • The creation of this theory allowed for the beginning of hypothesis-based investigations in reading Benedictine University

  35. RAUDING THEORY:The Components Benedictine University

  36. 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

  37. AUTOMATIC INFORMATION PROCESSING MODEL • Another “bottoms up” model– • Five major components include: • Visual • Phonological • Episodic, • Semantic Memory • Attention Benedictine University

  38. INTERACTIVE MODEL • A variety of processors converge on the material simultaneously, rather than in a linear process HELP! Benedictine University

  39. INFORMATION/COGNITIVE PROCESSING PERSPECTIVES, cont. (1980s) Benedictine University

  40. 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

  41. ORTHOGRAPHIC PROCESSING PERSPECTIVE DECODING “SOUNDING IT OUT” GRAPHOPHONEMIC AWARENESS Benedictine University

  42. 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

  43. CONSTRUCTION-INTEGRATION MODEL • When readers read, they construct representations, or understandings, of what they have read in their heads Benedictine University

  44. PHONOLOGICAL-CORE VARIABLE DIFFERENCE MODEL Benedictine University

  45. INFORMATION/COGNITIVE PROCESSING PERSPECTIVES State Of The Art (1989-Present) Benedictine University

  46. 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

  47. DUAL-ROUTE CASCADED MODEL • The computer has two routes from processing text input: Lexical Route and the Non-Lexical Route Benedictine University

  48. DOUBLE-DEFICIT HYPOTHESIS • Many reading disabled children also suffer from a deficit in rapid naming skill in addition to a phonological deficit Benedictine University

  49. 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

  50. What Have We Learned? Complete The Puzzle! Benedictine University

More Related