Notes de cours
Notities hoorcolleges language (van mathematics & language)
- Établissement
- Katholieke Universiteit Leuven (KU Leuven)
Notities hoorcolleges language (zonder mathematics)
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Inhoudsopgave1 Introduction and definition......................................................................................................................... 5
1.1 Definition........................................................................................................................................................5
1.2 Emergent literacy...........................................................................................................................................6
2 Models of emergent literacy....................................................................................................................... 6
2.1 Four-component model (Mason& Stewart; 1990).........................................................................................6
2.2 Outside-in, inside-out model (Whitehurst & Lonigan; 1998).........................................................................6
2.3 Focused view model (Sénéchal et al.; 2001)..................................................................................................7
2.4 Comprehensive emergent literacy model (Rohde et al.; 2015)......................................................................7
2.5 Conclusion......................................................................................................................................................8
3 Elements of emergent literacy: description & instructional approaches.......................................................8
3.1 Print awareness..............................................................................................................................................8
3.2 Phonological awareness.................................................................................................................................9
3.3 (oral) language development.......................................................................................................................10
3.4 Relation between print and speech..............................................................................................................10
3.5 Emergent writing..........................................................................................................................................11
4 Impact of context...................................................................................................................................... 11
4.1 Impact of culture..........................................................................................................................................12
4.2 Impact of home environment.......................................................................................................................12
4.3 Story book reading.......................................................................................................................................12
4.4 Impact of school environment......................................................................................................................12
4.4.1 Study of impact on school environment (Pelatti et al.)........................................................................13
5 Example of exam question........................................................................................................................ 14
1 Introduction (Text: National Reading Panel)..............................................................................................15
1.1 (quasi-)experimental with control group designs........................................................................................15
1.2 Multiple-baseline design..............................................................................................................................16
2 Alphabetics............................................................................................................................................... 16
2.1 Phonemic Awareness (PA) Instruction.........................................................................................................16
2.1.1 PA activities...........................................................................................................................................16
2.2 Phonics (Reading) Instruction.......................................................................................................................17
2.2.1 Elementary reading act.........................................................................................................................17
2.2.2 Establishing strong connections at increasingly higher levels..............................................................18
2.2.3 Pseudowords........................................................................................................................................18
2.2.4 Wide variation in types of phonics instruction.....................................................................................18
2.3 Whole language approach...........................................................................................................................18
2.4 Evaluation phonic whole language approach.............................................................................................19
3 Fluency..................................................................................................................................................... 19
1
, 3.1 Effective approaches for teaching fluency...................................................................................................19
4 Comprehension......................................................................................................................................... 19
4.1 Vocabulary...................................................................................................................................................20
4.2 Conceptual knowledge.................................................................................................................................20
4.3 Knowledge about text structures.................................................................................................................20
4.4 Text comprehension strategies instruction..................................................................................................21
4.4.1 Explicit instruction in the application of comprehension strategies is highly effective in enhancing
understanding................................................................................................................................................21
4.4.2 Greatest effects when various comprehension strategies and instructional methods are used in
combination...................................................................................................................................................21
5 Teacher Education and Reading Instruction............................................................................................... 21
6 Computer Technology and Reading Instruction.......................................................................................... 22
1 New contexts of writing............................................................................................................................ 23
1.1 Concepts of writing......................................................................................................................................23
1.2 Changes in writing education.......................................................................................................................23
2 Writing processes...................................................................................................................................... 24
2.1 Writing-process model.................................................................................................................................24
2.2 Developmental perspective..........................................................................................................................25
2.2.1 Phase 1: knowledge telling...................................................................................................................25
2.2.2 Phase 2: knowlegde transforming........................................................................................................26
2.2.3 Phase 3: knowledge crafting.................................................................................................................26
2.2.4 Developmental perspective (Kellog)....................................................................................................27
2.3 Empirical studies of writing processes.........................................................................................................27
2.4 Implications for instruction..........................................................................................................................27
3 Learning-to-write...................................................................................................................................... 27
3.1 Developmental perspective on learning to write (zie 2.2)...........................................................................27
3.2 Writing instruction in action: traditional and innovative approaches (not addressed in text)....................27
3.3 Meta-analyses of writing instruction research............................................................................................28
3.4 Teaching to struggling writers.....................................................................................................................28
3.5 Double challenge..........................................................................................................................................29
3.6 Learner characteristics.................................................................................................................................29
3.7 Conclusion on learning-to-write...................................................................................................................29
4 Writing-to-learn........................................................................................................................................ 29
4.1 What is writing-to-learn?.............................................................................................................................29
4.2 Mechanisms underlying writing-to-learn.....................................................................................................30
4.3 Knowledge forum as example......................................................................................................................30
4.4 Empirical results...........................................................................................................................................30
5 Measuring writing..................................................................................................................................... 30
2
, 5.1 Rater effects.................................................................................................................................................30
5.2 Task effects...................................................................................................................................................31
6 Research in writing: issues......................................................................................................................... 31
6.1 Ascertaining studies.....................................................................................................................................31
6.2 Intervention studies......................................................................................................................................31
7 Current and future issues.......................................................................................................................... 31
7.1 Tekst ‘Testing a path-analytic …’.................................................................................................................31
1 Why reading/ literature?........................................................................................................................... 34
1.1 Why reading? Focus on use for skills...........................................................................................................34
1.2 Why literature? Focus on value of texts in general......................................................................................34
1.3 Why literature in particular?........................................................................................................................34
2 How to stimulate reading for pleasure? How to boost reading motivation?...............................................34
2.1 Reading pleasure to reading motivation......................................................................................................35
2.2 Reading motivation: downward and upward spirals...................................................................................35
2.3 How to increase reading motivation?..........................................................................................................35
2.3.1 Self-determination theory....................................................................................................................35
2.3.2 Reading engagement model: Barber and Klauda.................................................................................36
2.4 Reading promotion.......................................................................................................................................36
3 How to deepen the reading experience? How to develop literary competence?.........................................37
3.1 Literary competence: what?.........................................................................................................................37
3.2 Levels of literary competence: Witte............................................................................................................37
3.3 Levels of literary understanding: Rabinowitz and Smith..............................................................................37
3.4 Developing literary competence: dialogic approaches................................................................................38
3.4.1 Book Clubs............................................................................................................................................38
3.4.2 Shared reading (≈ lezerscollectief).......................................................................................................38
3.4.3 (Self-)Questionning...............................................................................................................................39
3.4.4 Dialogic literary argumentation............................................................................................................39
3.4.5 Scaffolding deep discussions................................................................................................................39
4 What about poetry?.................................................................................................................................. 39
1 How do learners learn a second language (SL)...........................................................................................41
1.1 Error..............................................................................................................................................................41
1.2 Developmental sequences............................................................................................................................42
1.3 Role of native language...............................................................................................................................42
1.4 False friends.................................................................................................................................................42
2 Learning theories in SLA............................................................................................................................ 42
2.1 Behaviorist learning theory..........................................................................................................................42
2.2 Mentalist theory aka Universal Grammar (UG)...........................................................................................43
2.3 Cognitive models..........................................................................................................................................43
3
, 2.4 Interactionist/ socioculutral models.............................................................................................................43
3 Language learners and learning outcomes................................................................................................. 43
3.1 Learner differences.......................................................................................................................................43
3.1.1 Age of onset/ critical periods................................................................................................................44
3.1.2 Language learning aplitude..................................................................................................................44
3.1.3 Cognitive styles.....................................................................................................................................44
3.1.4 Motivation...........................................................................................................................................45
3.1.5 Language learning strategies................................................................................................................45
3.2 Concluding remarks on the learner differences...........................................................................................46
4 SLA research and language pedagogy........................................................................................................ 46
4.1 Methodologies in Foreing Language Teaching............................................................................................46
5 Second research........................................................................................................................................ 46
5.1 Research paradigm......................................................................................................................................47
5.2 Student mediating variables........................................................................................................................47
5.3 Statement of the problem............................................................................................................................47
5.4 Self-efficacy..................................................................................................................................................47
5.5 Research model............................................................................................................................................47
5.6 Research hypotheses....................................................................................................................................48
5.6.1 Task complexity....................................................................................................................................48
5.7 Results..........................................................................................................................................................48
5.8 Conclusion....................................................................................................................................................49
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