WGU-C909:
Elementary
Reading
Methods and
Interventions
(Revised)
1. Constructivism (Learning Philosophies):
-Constructivism emphasizes the idea that comprehending a text is
very much an active process. -Constructivism holds that the
meaning one constructs from a text is subjective—the result of one
particular person's processing of the text.
2. Cognitive-Constructivist View of Reading-Teaching Methods
(Learning Philosophies):
-Aim to assist students in assimilating new information to existing
knowledge, as well as enabling them to make the appropriate
modifications to their existing intellectual framework to
accommodate that information.
-Jean Piaget and William Perry
3. Cognitive-Constructivist View of Reading (Learning Philosophies):
-Emphasizes that reading is a process in which the reader actively
searches for meaning in what she reads.
,-The reader makes connections between ideas and then integrates
these understandings with prior knowledge
-Ex: Because of Winn-Dixie,-the inference comes from her
knowledge that people who have things in common often become
friends and from her active processing of the text.
4. Sociocultural Theory (Learning Philosophies):
-Extends the influence on the cognitive-constructivist view out from
the reader and the text into the larger social realm.
-Learning is viewed as primarily a social rather than an individual
matter.
-Lev Vygotsky
5. Steps of Sociocultural Theory (Learning Philosophies):
-First, the social and cultural backgrounds of students have a huge
and undeniable effect on their learning.
-Second, because learning is quintessentially social, much learning—
particularly the best and most lasting learning—will take place as
groups of learners work together.
-Third, the classroom, the school, and the various communities of
students in a classroom are social contexts that have strong
influences on what is or is not learned in the classroom, and each of
them must be carefully considered in planning and carrying out
instruction.
6. Schema (Learning Philosophies):
-Theory that is concerned with knowledge, particularly with the way
knowledge is represented in our minds, how we use that knowledge,
and how it expands.
7. Reader Response Theory (Learning Philosophies):
-Puts a good deal of emphasis on the reader, stressing that the
meaning one gains from text is the result of a transaction between
the reader and the text and that readers will have a range of
responses to literary works.
-Many literary texts simply do not have a single correct
interpretation, and readers should be allowed and encouraged to
construct a variety of interpretations—if they can support them.
-Louise Rosenblatt
, 8. The three phases of the construction-integration process
(Learning Philosophies):
(1.) Construction
(2.) Integration
(3.) Metacognition
9. Construction (Construction-Integration Process-Learning
Philosophies): Phase 1:
-In the construction phase, a reader uses knowledge of vocabulary
and syntax to make meaning.
10. Integration (Construction-Integration Process-Learning
Philosophies): Phase 2:
-Integrates words and sentences by linking previous information
using cohesive ties to create a textbase.
11. Metacognition (Construction-Integration Process-Learning
Philosophies): Phase 3:
-A reader employs metacognition to monitor his processes to ensure
the meaning makes sense. If it doesn't, the reader employs
strategies to fix comprehension.
12. Define Metacognition as it Applies to Reading (Learning
Philosophies):
-Metacognition is the process of reflecting on one's reading
strategies while reading to monitor comprehension.
-A metacognitive reader is able to articulate the strategies he uses
to comprehend. He is also able to recognize when meaning breaks
down and employ strategies to fix comprehension.
13. Oral Language Development (Stages of Development):
-The complex system that relates sounds to meanings, is made up of
three components: the phonological, semantic, and syntactic.
14. How Oral Language Supports Vocabulary Development (Stages
of Development):
-Reading and talking with children plays an important role in
developing their vocabulary.
-The more you read to children, the larger vocabulary they will
develop.
Elementary
Reading
Methods and
Interventions
(Revised)
1. Constructivism (Learning Philosophies):
-Constructivism emphasizes the idea that comprehending a text is
very much an active process. -Constructivism holds that the
meaning one constructs from a text is subjective—the result of one
particular person's processing of the text.
2. Cognitive-Constructivist View of Reading-Teaching Methods
(Learning Philosophies):
-Aim to assist students in assimilating new information to existing
knowledge, as well as enabling them to make the appropriate
modifications to their existing intellectual framework to
accommodate that information.
-Jean Piaget and William Perry
3. Cognitive-Constructivist View of Reading (Learning Philosophies):
-Emphasizes that reading is a process in which the reader actively
searches for meaning in what she reads.
,-The reader makes connections between ideas and then integrates
these understandings with prior knowledge
-Ex: Because of Winn-Dixie,-the inference comes from her
knowledge that people who have things in common often become
friends and from her active processing of the text.
4. Sociocultural Theory (Learning Philosophies):
-Extends the influence on the cognitive-constructivist view out from
the reader and the text into the larger social realm.
-Learning is viewed as primarily a social rather than an individual
matter.
-Lev Vygotsky
5. Steps of Sociocultural Theory (Learning Philosophies):
-First, the social and cultural backgrounds of students have a huge
and undeniable effect on their learning.
-Second, because learning is quintessentially social, much learning—
particularly the best and most lasting learning—will take place as
groups of learners work together.
-Third, the classroom, the school, and the various communities of
students in a classroom are social contexts that have strong
influences on what is or is not learned in the classroom, and each of
them must be carefully considered in planning and carrying out
instruction.
6. Schema (Learning Philosophies):
-Theory that is concerned with knowledge, particularly with the way
knowledge is represented in our minds, how we use that knowledge,
and how it expands.
7. Reader Response Theory (Learning Philosophies):
-Puts a good deal of emphasis on the reader, stressing that the
meaning one gains from text is the result of a transaction between
the reader and the text and that readers will have a range of
responses to literary works.
-Many literary texts simply do not have a single correct
interpretation, and readers should be allowed and encouraged to
construct a variety of interpretations—if they can support them.
-Louise Rosenblatt
, 8. The three phases of the construction-integration process
(Learning Philosophies):
(1.) Construction
(2.) Integration
(3.) Metacognition
9. Construction (Construction-Integration Process-Learning
Philosophies): Phase 1:
-In the construction phase, a reader uses knowledge of vocabulary
and syntax to make meaning.
10. Integration (Construction-Integration Process-Learning
Philosophies): Phase 2:
-Integrates words and sentences by linking previous information
using cohesive ties to create a textbase.
11. Metacognition (Construction-Integration Process-Learning
Philosophies): Phase 3:
-A reader employs metacognition to monitor his processes to ensure
the meaning makes sense. If it doesn't, the reader employs
strategies to fix comprehension.
12. Define Metacognition as it Applies to Reading (Learning
Philosophies):
-Metacognition is the process of reflecting on one's reading
strategies while reading to monitor comprehension.
-A metacognitive reader is able to articulate the strategies he uses
to comprehend. He is also able to recognize when meaning breaks
down and employ strategies to fix comprehension.
13. Oral Language Development (Stages of Development):
-The complex system that relates sounds to meanings, is made up of
three components: the phonological, semantic, and syntactic.
14. How Oral Language Supports Vocabulary Development (Stages
of Development):
-Reading and talking with children plays an important role in
developing their vocabulary.
-The more you read to children, the larger vocabulary they will
develop.
