WGU C909 Latest Update with Verified Solutions

WGU C909 Latest Update with Verified Solutions Cognitive Constructivist View of Reading Reading is a process in which the reader actively searches for meaning in what they read. Ex- reader makes connections between ideas in the text and then integrates these understandings with prior knowledge. Constructivist Theory Piaget's theory, in which cognitive development results from children's active construction of reality, based on their experiences with the world Reader Response Theory widely accepted perspective in literature that focuses on the role of the reader in interpreting a story rather than just relying upon the author's version Sociocultural Theory Focuses not only on how adults and peers influence individual learning, but also on how cultural beliefs and attitudes affect how learning takes place. Cognitivism Psychology of learning; emphasizes human cognition as a special endowment that helps humans form hypotheses and develop intellectually. How we think and gain knowledge. Involves learning, memory, childhood, problem solving skills, and intelligence. The Zone of Proximal Development the distance between what a child can do alone and what is possible with help Metacognition Process of reflecting on ones reading strategies while reading to monitor comprehension. Able to articulate strategies they use to comprehend. Able to recognize when meaning breaks down and employ strategies to fix comprehension. Construction Integration Process Construction- building text base Integration- building the mental model Metacognition- monitoring comprehension I'm the construction phase, a reader uses knowledge of vocabulary and syntax to make meaning and then integrates words and sentences by linking previous info using cohesive ties to create a text base. Finally, a reader employs metacognition to monitor their processes to ensure meaning makes sense. Construtivism Emphasizes the idea that comprehending a text is very much an active process. People construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. Pre-Alphabetic Phase Very young children read words based on visual but no alphabetical features. Ex- children might read the word look by remembering that the os in the word look like two round eyes. Partial Alphabetic Phase Children learn letter sound correspondences and use what they know to form partial connections between letters and sounds in words and word meanings. Ex- a child might use the s and n to remember and read the word spoon. Full Alphabetic Phase Children have well developed knowledge of letter sound correspondences. They have formed complete connections between letters and sounds in words and meanings. Ex- a child formed connections between the s p oo and n in the word spoon and would use them all to read the word (alphabetic reading and sequential decoding) Consolidated Alphabetic Phase Children consolidate the letter patterns that they see across words into larger units. They connect these larger units to the spoken forms of words and their meanings. Ex- as children encounter words such as nest, pest, rest, best, and test, they consolidate the e s t into est (a rime) Writing Development Scribbling/Drawing Letter like forms and shapes Letters Letters and spaces Conventional Writing and Spelling Children spell most words correctly with a reliance on phonics knowledge to spell longer words. Oral Language Components Phonological, semantic, and syntactic Phonological Component involves the rules for combining sounds