INHOUD
01 – EMERGENT LITERACY (EL)............................................................................... 5
LITERACY HAS SEVERAL FUNCTIONS................................................................5
DEFINITION OF (IL)LITERACY (UNESCO)............................................................5
DEFINITION OF LITERACY IN A DIGITAL WORLD................................................5
1.. INTRODUCTION AND DEFINITION....................................................................6
2. MODELS OF EMERGENT LITERACY...................................................................6
FOUR-COMPONENT MODEL (MASON & STEWART, 1990).................................7
OUTSIDE-IN, INSIDE-OUT MODEL (WHITEHURST & LONIGAN, 1998)................7
FOCUSED VIEW MODEL (SÉNÉCHAL ET AL;, 2001)...........................................7
COMPREHENSIVE EMERGENT LITERACY MODEL (ROHDE ET AL., 2015)...........8
MODELS OF EMERGENT LITERACY: CONCLUSION.............................................8
3. ELEMENTS OF EMERGENT LITERACY...............................................................8
1. PRINT AWARENESS....................................................................................... 9
2.. PHONOLOGICAL AWARENESS....................................................................10
3. (ORAL) LANGUAGE DEVELOPMENT.............................................................11
3. STORY BOOK READING............................................................................... 12
3. STORY BOOK READING (MORGAN & MEIER, 2008).....................................12
4.. RELATION BETWEEN PRINT AND SPEECH..................................................13
5.. EMERGENT WRITING................................................................................. 14
4.. IMPACT OF CONTEXT ON EMERGENT LITERACY...........................................14
1. IMPACT OF CULTURE.................................................................................. 15
2. IMPACT OF HOME ENVIRONMENT...............................................................15
3.. IMPACT OF SCHOOL ENVIRONMENT..........................................................15
3.. IMPACT OF SCHOOL ENVIRONMENT (PELATTI ET AL., 2014).....................16
02 – READING....................................................................................................... 19
NATIONAL READING PANEL (2000) – TEACHING CHILDREN TO READ................19
0. INTRODUCTION.......................................................................................... 19
1. ALPHABETICS............................................................................................. 21
2. FLUENCY..................................................................................................... 27
3. COMPREHENSION....................................................................................... 27
EXAMPLE 3: COMPARE SCHEMA.....................................................................31
4.. TEACHER EDUCATION AND READING INSTRUCTION.................................32
5.. COMPUTER TECHNOLOGY AND READING INSTRUCTION...........................32
ANDREASSEN, R & BRATEN, I. (2011). IMPLEMENTATION AND EFFECTS OF
EXPLICIT READING COMPREHENSION INSTRUCTION IN FIFTH-GRADE
CLASSROOMS. LEARNING AND INSTRUCTION, 21, 520 – 537............................33
1
, 1. BACKGROUND............................................................................................ 33
2. RESEARCH QUESTIONS.............................................................................. 33
3. METHOD..................................................................................................... 34
4. RESULTS AND CONCLUSIONS.....................................................................34
03 – WRITING (RIJLAARSDAM ET AL., 2011)..........................................................35
0. INTRODUCTION.............................................................................................. 35
1.. NEW CONTEXTS FOR WRITING.....................................................................35
1.1. CHANGING CONCEPTS OF WRITING........................................................35
1.2. CHANGES IN WRITING EDUCATION..........................................................36
2. WRITING PROCESSES.................................................................................... 36
2.1 WRITING-PROCESS MODEL (HAYES AND FLOWER, 1980, 1986)...............37
2.2 A DEVELOPMENTAL PERSPECTIVE (SCARDAMALIA & BEREITER, 1987)....38
2.3 WRITING PROCESSES: EMPIRICAL STUDIES..............................................40
2.4 IMPLICATION FOR INSTRUCTION...............................................................40
3. LEARNING-TO-WRITE..................................................................................... 41
3.2 WRITING INSTRUCTION IN ACTION...........................................................41
3.3 META-ANALYSES OF WRITING INSTRUCTION RESEARCH..........................42
META-ANALYSES OF WRITING INSTRUCTION RESEARCH: MAIN CONCLUSIONS
....................................................................................................................... 43
3.4 TEACHING TO STRUGGLING WRITERS......................................................43
3.5 A DOUBLE CHALLENGE............................................................................. 43
3.6 LEARNER CHARACTERISTICS....................................................................43
3.7 CONCLUSION ON LEARNING-TO-WRITE....................................................44
4. WRITING-TO-LEARN....................................................................................... 44
4.1 WHAT IS WRITING-TO-LEARN?..................................................................44
4.2 MECHANISMS UNDERLYING WRITING-TO-LEARN (KLEIN, 1999)...............45
4.3 KNOWLEDGE FORUM AS EXAMPLE...........................................................45
4.4 EMPIRICAL RESULTS................................................................................. 45
5. MEASURING WRITING.................................................................................... 46
5.1 RATER EFFECTS........................................................................................ 46
5.2 TASK EFFECTS.......................................................................................... 46
6. RESEARCH IN WRITING: ISSUES.....................................................................47
6.1 ASCERTAINING STUDIES...........................................................................47
6.2 INTERVENTION STUDIES...........................................................................47
7. WRITING RESEARCH AGENDA: CURRENT AND FUTURE ISSUES.....................48
WRITING SOFTWARE TOOLS...........................................................................48
BRUNSTEIN, J. & GLASER, C. (2011)..................................................................49
2
, GOAL.............................................................................................................. 49
METHOD......................................................................................................... 49
HYPOTHETICAL (PATH) MODEL.......................................................................49
RESULTS......................................................................................................... 50
04 – SECOND LANGUAGE LEARNING....................................................................51
QUESTIONS.................................................................................................... 51
TERMINOLOGY................................................................................................... 51
INTERLANGUAGE............................................................................................... 51
ERRORS............................................................................................................. 51
DEVELOPMENTAL SEQUENCES..........................................................................52
ROLE OF L1 IN L2 LEARNING............................................................................. 52
ROLE OF L1 IN L2 LEARNING: WORD ORDER..................................................52
ROLE OF L1 IN L2 LEARNING: COGNATES.......................................................52
FALSE FRIENDS.................................................................................................. 52
THEORETICAL APPROACHES.............................................................................. 53
BEHAVIORIST LEARNING THEORY...................................................................53
MENTALIST THEORY, = UNIVERSAL GRAMMAR (UG)......................................53
COGNITIVE MODELS....................................................................................... 53
INTERACTIONIST/SOCIOCULTURAL MODELS...................................................54
LEARNING THEORIES IN SLA.............................................................................. 54
LEARNER DIFFERENCES: AFFECTIVE VARIABLES...............................................54
LEARNER DIFFERENCES: MOTIVATION...............................................................54
LEARNER DIFFERENCES: COGNITIVE VARIABLES...............................................55
AGE OF ONSET/CRITICAL PERIODS.................................................................55
LANGUAGE LEARNING APTITUDE (CAROLL)....................................................55
COGNITIVE STYLE........................................................................................... 56
LANGUAGE PEDAGOGY...................................................................................... 56
STUDY BY STANAT ET AL................................................................................... 56
QUESTIONS........................................................................................................ 57
05 – THE ROLE OF LANGUAGE IN MATHEMATICS..................................................59
1. LEFEVRE’S PATHWAY MODEL........................................................................59
LEFEVRE’S PATHWAY MODEL: PREDICTORS...................................................60
LEFEVRE’S PATHWAY MODEL: EARLY NUMERACY..........................................61
LEFEVRE’S PATHWAY MODEL: MATH OUTCOMES...........................................62
2. THE ROLE OF LINGUISTICS (IN MATHEMATICS)..............................................63
ACADEMIC LANGUAGE.................................................................................... 63
SPECIFIC MATHEMATICAL LANGUAGE............................................................64
3
, SPECIFIC MATHEMATICAL LANGUAGE: DEVELOPMENT...................................66
SPECIFIC MATHEMATICAL LANGUAGE: IMPORTANCE......................................67
META-ANAYSIS (LIN, PENG, & ZENG, 2021)....................................................67
3. APPLICATION: PROPORTIONAL REASONING...................................................68
PROPORTIONAL REASONING..........................................................................68
RESEARCH QUESTIONS.................................................................................. 70
OVERALL DESIGN........................................................................................... 70
CONCLUSION.................................................................................................. 73
4
,MATHEMATICS & LANGUAGE
EDUCATION – 2022/2023
01 – EMERGENT LITERACY (EL)
LITERACY HAS SEVERAL FUNCTIONS
• TO REALIZE A MORE RELIABLE OR CONTROLLABLE MEANS OF
COMMUNICATION AND ORGANIZATION
o E.G., FINANCIAL OR JURIDICAL ARRANGEMENTS
• TO DEVELOP AN ACCUMULATIVE RESEARCH AND CULTURAL TRADITION
o E.G., SCIENCE, ARTS, EDUCATION
• TO CONSOLIDATE POWER AND AUTHORITY AND OPPRESS OTHERS
o E.G., BAN CERTAIN POPULATIONS FROM LITERACY EDUCATION
DEFINITION OF (IL)LITERACY (UNESCO)
DEFINITION OF LITERACY IN A DIGITAL WORLD
DIGITAL LITERACY AS A
LITERACY HAS TOB E RE-
NEW KIND OF LITERACY,
WHICH IS ADDES TOT HE
LIST OF CURRENT
↔ DEFINED DUE TO NEW
TECHNOLOGICAL
DEVELOPMENTS
“LITERACIES”
5
, 1.. INTRODUCTION AND DEFINITION
• NEW PERSPECTIVE ON HOW CHILDREN BECOME LITERATE (‘80)
EMERGENT LITERACY
• WHAT: KNOWLEDGE AND SKILLS
o ACQUIRED BEFORE THE START OF FORMAL SCHOOLING
o ACQUIRED THROUGH INFORMAL AND ADULT-DIRECTED ACTIVITIES
o FACILITATING THE ACQUISITION OF READING AND WRITING SKILLS (AND
SPEAKING AND LISTENING)
• WHY EMERGENT LITERACY?
o ACQUISITION OF LITERACY AS A DEVELOPMENTAL CONTINUUM THAT
STARTS (LONG) BEFORE THE FORMAL TEACHING OF READING AND
WRITING, AND IS ONGOING;
o READING, WRITING AND ORAL LANGUAGE ARE INTERRELATED
o NOT ONLY LANGUAGE-RICH ENVIRONMENTS, BUT ALSO LITERACY-RICH
ENVIRONMENTS
• ROOTS OF EMERGENT-LITERACY PERSPECTIVE
o NEO-PIAGETIAN: CHILDREN DISCOVER AND LEARN ABOUT LITERACY
THROUGH THEIR OWN ATTEMPTS AT READING AND WRITING
o NEO-VYGOTSKIAN: CHILDREN LEARN FROM THEIR INTERACTIONS WITH
EXPERIENCED OTHERS
EDUCATIONAL CONTEXT ASSOCIATION WITH LANGUAGE?
• BEFORE START OF FORMAL SCHOOLING • READING, WRITING AND ORAL LANGUAGE
o HOME ENVIRONMENT ARE INTERRELATED
o DAYCARE
o PRESCHOOL
o KINDERGARTEN
o “EARLY EDUCATIONAL SETTINGS”
DEBATE: FORMAL READING AND WRITING INSTRUCTION IN PRESCHOOL OR ECE
SETTINGS?
• ECE = EARLY CHILDHOOD EDUCATION
• CONCEPT OF EL HAD EVOKED THIS DEBATE
o BOTH PARTIES THINK MORE ALIKE THAN THEY SEEM TO SUGGEST!
• THE IDEA IS NOT THAT WE WILL START FORMAL EDUCATION ON READING AND
WRITING
o THE IDEA IS TO FACILITATE THIS LEARNING LATER ON IN AN INFORMAL
WAY
2. MODELS OF EMERGENT LITERACY
6
, • FOUR-COMPONENT MODEL
• OUTSIDE-IN, INSIDE-OUT MODEL
• FOCUSED VIEW MODEL
• COMPREHENSIVE EMERGENT LITERACY MODEL (CELM)
MODELS TO HELP DESCRIBE WHAT WE SEE HAPPENING WITH YOUNG CHILDREN!
• (ADDITIONAL MATERIAL WITH ANOTHER SLIGHTLY DIFFERENT CLASSIFICATION:
HTTP://WWW.YOUTUBE.COM/WATCH?V=HQIMGAD3VYG)
FOUR-COMPONENT MODEL (MASON & STEWART, 1990)
• KNOWLEDGE ABOUT LETTERS AND WORDS
• CONCEPTS AND FUNCTIONS ABOUT READING OR WRITING
o E.G. GROCERY LIST: HELPFUL TO WRITE DOWN, TO MEMORIZE WHAT THEY
NEED TO BUY IN THE SHOP
• WRITING AND COMPOSING
o ACT OF TAKING A PEN/PENCIL AND PUTTING SOMETHING ON PAPER
• LISTENING COMPREHENSION AND WORD UNDERSTANDING
o UNDERSTANDING WORDS, KNOWLEDGE OF VOCABULARY
OUTSIDE-IN, INSIDE-OUT MODEL ( WHITEHURST & LONIGAN, 1998)
OUTSIDE-IN PROCESSES INSIDE-OUT PROCESSES
= UNDERSTANDING OF THE CONTEXT IN = KNOWLEDGE OF THE RULES FOR
WHICH THE WRITING OCCURS TRANSLATING BETWEEN LETTERS AND
• KNOWLEDGE ABOUT THE SOUNDS
CONVENTIONS OF THE PRINT • PHONETIC SPELLING
• EMERGENT READING IN CONTEXT • LETTER KNOWLEDGE
• NARRATIVE KNOWLEDGE • LETTER-SOUND KNOWLEDGE
• LANGUAGE (VOCABULARY) • PHONOLOGICAL AWARENESS
• SYNTACTIC AWARENESS
FOCUSED VIEW MODEL (SÉNÉCHAL ET AL;, 2001)
7
, • PREVIOUS MODELS (2.1 & 2.2) HAVE SIMILAR COMPONENTS
•
CONCLUSION: WE SEEM TO AGREE ON THESE 4 ELEMENTS OF LITERACY, BUT THIS IS
WAY TOO BROAD
COMPREHENSIVE EMERGENT LITERACY MODEL ( ROHDE ET AL., 2015)
↔ FOCUSED VIEW MODEL: WAY TOO FOCUSED
• PREVIOUS MODELS TELL ONLY PART OF THE STORY, ADDITIONAL
CONSIDERATIONS:
• EACH EL COMPONENT HAS ITS OWN DEVELOPMENTAL SEQUENCE
• EACH EL COMPONENT SUPPORTS THE DEVELOPMENT OF OTHER COMPONENTS
o (I.E., HOLISTIC NATURE)
• IMPORTANT ROLE OF THE
ENVIRONMENT
3 MAIN COMPONENTS
(A) PRINT AWARENESS
(B) LANGUAGE
(C) PHONOLOGICAL AWARENESS
COMPONENTS OVERLAP
EMBEDDED WITHIN CULTURE,
COMMUNITY & DEMOGRAPHICS
MODELS OF EMERGENT LITERACY:
CONCLUSION
• ONE “TRUE” MODEL OF EMERGENT LITERACY DOES NOT EXIST
• BUT OVERALL AGREEMENT ON ELEMENTS OF EMERGENT LITERACY
o ELEMENTS AS PART OF EL ELEMENTS CONTRIBUTE TO EL
E.G., (ORAL) LANGUAGE
3. ELEMENTS OF EMERGENT LITERACY
8
, • PRINT AWARENESS
• PHONOLOGICAL AWARENESS
• (ORAL) LANGUAGE DEVELOPMENT • Definition
• RELATION BETWEEN PRINT AND • Theoretical background SPEECH
• EMERGENT WRITING • Instructional approaches
1. PRINT AWARENESS
• ALPHABET(IC) KNOWLEDGE
• UNDERSTAND TEXT SYSTEMS AND SYMBOLS:
o UNDERSTAND THAT THERE IS AN ASSOCIATION BETWEEN LETTERS AND
SOUNDS
• LETTER NAME KNOWLEDGE VS LETTER SOUND KNOWLEDGE
LETTER NAME KNOWLEDGE LETTER-SOUND KNOWLEDGE
• LETTER NAMES • LETTER SOUNDS
• ALPHABET: A, B, C • SOUNDS: /A/, /B/, /K/
• SPELL A NAME • PHONOLOGICAL AWARENESS:
SEGMENTING
E.G., CAT
“SEE AY TEA”
/K/ /Æ/ /T/
EMERGING EVIDENCE THAT INSTRUCTION SHOULD FOCUS ON BOTH LETTER NAMES AND
SOUNDS (E.G. PIASTRA, PURPURA, & WAGNER, 2010)
LETTER-NAME KNOWLEDGE LETTER-SOUND KNOWLEDGE
• UNIQUE: EACH LETTER HAS ONLY 1 • SOME LETTERS CAN REPRESENT
NAME. DIFFERENT SOUNDS, DEPENDING
ON THE WORD THEY ARE PART OF.
HANDY WHEN WE WANT TO SPELL A SOUND:
NAME - /Æ/ IN CAT
- /AW/ IN WATER
- /A:/ IN FAR
E.G., LETTER A
NAME “AY”
READING IS MORE THAN MAKING LETTER-SOUND CONNECTIONS! (SEE 3.4)
• ALPHABET(IC) KNOWLEDGE
o UNDERSTAND TEXT SYSTEMS AND SYMBOLS
UNDERSTAND THAT THERE IS AN ASSOCIATION BETWEEN LETTERS
AND SOUNDS
o LETTER NAME KNOWLEDGE VS LETTER SOUND KNOWLEDGE
• CONCEPTS OF PRINT
o PURPOSE AND FUNCTION OF PRINT
A MEANING INDEPENDENT OF THE IMMEDIATE SOCIAL CONTEXT
E.G. GROCERY LIST, MAKING AN AGREEMENT, RENTING,…
o CONVENTIONS OF PRINT
9
01 – EMERGENT LITERACY (EL)............................................................................... 5
LITERACY HAS SEVERAL FUNCTIONS................................................................5
DEFINITION OF (IL)LITERACY (UNESCO)............................................................5
DEFINITION OF LITERACY IN A DIGITAL WORLD................................................5
1.. INTRODUCTION AND DEFINITION....................................................................6
2. MODELS OF EMERGENT LITERACY...................................................................6
FOUR-COMPONENT MODEL (MASON & STEWART, 1990).................................7
OUTSIDE-IN, INSIDE-OUT MODEL (WHITEHURST & LONIGAN, 1998)................7
FOCUSED VIEW MODEL (SÉNÉCHAL ET AL;, 2001)...........................................7
COMPREHENSIVE EMERGENT LITERACY MODEL (ROHDE ET AL., 2015)...........8
MODELS OF EMERGENT LITERACY: CONCLUSION.............................................8
3. ELEMENTS OF EMERGENT LITERACY...............................................................8
1. PRINT AWARENESS....................................................................................... 9
2.. PHONOLOGICAL AWARENESS....................................................................10
3. (ORAL) LANGUAGE DEVELOPMENT.............................................................11
3. STORY BOOK READING............................................................................... 12
3. STORY BOOK READING (MORGAN & MEIER, 2008).....................................12
4.. RELATION BETWEEN PRINT AND SPEECH..................................................13
5.. EMERGENT WRITING................................................................................. 14
4.. IMPACT OF CONTEXT ON EMERGENT LITERACY...........................................14
1. IMPACT OF CULTURE.................................................................................. 15
2. IMPACT OF HOME ENVIRONMENT...............................................................15
3.. IMPACT OF SCHOOL ENVIRONMENT..........................................................15
3.. IMPACT OF SCHOOL ENVIRONMENT (PELATTI ET AL., 2014).....................16
02 – READING....................................................................................................... 19
NATIONAL READING PANEL (2000) – TEACHING CHILDREN TO READ................19
0. INTRODUCTION.......................................................................................... 19
1. ALPHABETICS............................................................................................. 21
2. FLUENCY..................................................................................................... 27
3. COMPREHENSION....................................................................................... 27
EXAMPLE 3: COMPARE SCHEMA.....................................................................31
4.. TEACHER EDUCATION AND READING INSTRUCTION.................................32
5.. COMPUTER TECHNOLOGY AND READING INSTRUCTION...........................32
ANDREASSEN, R & BRATEN, I. (2011). IMPLEMENTATION AND EFFECTS OF
EXPLICIT READING COMPREHENSION INSTRUCTION IN FIFTH-GRADE
CLASSROOMS. LEARNING AND INSTRUCTION, 21, 520 – 537............................33
1
, 1. BACKGROUND............................................................................................ 33
2. RESEARCH QUESTIONS.............................................................................. 33
3. METHOD..................................................................................................... 34
4. RESULTS AND CONCLUSIONS.....................................................................34
03 – WRITING (RIJLAARSDAM ET AL., 2011)..........................................................35
0. INTRODUCTION.............................................................................................. 35
1.. NEW CONTEXTS FOR WRITING.....................................................................35
1.1. CHANGING CONCEPTS OF WRITING........................................................35
1.2. CHANGES IN WRITING EDUCATION..........................................................36
2. WRITING PROCESSES.................................................................................... 36
2.1 WRITING-PROCESS MODEL (HAYES AND FLOWER, 1980, 1986)...............37
2.2 A DEVELOPMENTAL PERSPECTIVE (SCARDAMALIA & BEREITER, 1987)....38
2.3 WRITING PROCESSES: EMPIRICAL STUDIES..............................................40
2.4 IMPLICATION FOR INSTRUCTION...............................................................40
3. LEARNING-TO-WRITE..................................................................................... 41
3.2 WRITING INSTRUCTION IN ACTION...........................................................41
3.3 META-ANALYSES OF WRITING INSTRUCTION RESEARCH..........................42
META-ANALYSES OF WRITING INSTRUCTION RESEARCH: MAIN CONCLUSIONS
....................................................................................................................... 43
3.4 TEACHING TO STRUGGLING WRITERS......................................................43
3.5 A DOUBLE CHALLENGE............................................................................. 43
3.6 LEARNER CHARACTERISTICS....................................................................43
3.7 CONCLUSION ON LEARNING-TO-WRITE....................................................44
4. WRITING-TO-LEARN....................................................................................... 44
4.1 WHAT IS WRITING-TO-LEARN?..................................................................44
4.2 MECHANISMS UNDERLYING WRITING-TO-LEARN (KLEIN, 1999)...............45
4.3 KNOWLEDGE FORUM AS EXAMPLE...........................................................45
4.4 EMPIRICAL RESULTS................................................................................. 45
5. MEASURING WRITING.................................................................................... 46
5.1 RATER EFFECTS........................................................................................ 46
5.2 TASK EFFECTS.......................................................................................... 46
6. RESEARCH IN WRITING: ISSUES.....................................................................47
6.1 ASCERTAINING STUDIES...........................................................................47
6.2 INTERVENTION STUDIES...........................................................................47
7. WRITING RESEARCH AGENDA: CURRENT AND FUTURE ISSUES.....................48
WRITING SOFTWARE TOOLS...........................................................................48
BRUNSTEIN, J. & GLASER, C. (2011)..................................................................49
2
, GOAL.............................................................................................................. 49
METHOD......................................................................................................... 49
HYPOTHETICAL (PATH) MODEL.......................................................................49
RESULTS......................................................................................................... 50
04 – SECOND LANGUAGE LEARNING....................................................................51
QUESTIONS.................................................................................................... 51
TERMINOLOGY................................................................................................... 51
INTERLANGUAGE............................................................................................... 51
ERRORS............................................................................................................. 51
DEVELOPMENTAL SEQUENCES..........................................................................52
ROLE OF L1 IN L2 LEARNING............................................................................. 52
ROLE OF L1 IN L2 LEARNING: WORD ORDER..................................................52
ROLE OF L1 IN L2 LEARNING: COGNATES.......................................................52
FALSE FRIENDS.................................................................................................. 52
THEORETICAL APPROACHES.............................................................................. 53
BEHAVIORIST LEARNING THEORY...................................................................53
MENTALIST THEORY, = UNIVERSAL GRAMMAR (UG)......................................53
COGNITIVE MODELS....................................................................................... 53
INTERACTIONIST/SOCIOCULTURAL MODELS...................................................54
LEARNING THEORIES IN SLA.............................................................................. 54
LEARNER DIFFERENCES: AFFECTIVE VARIABLES...............................................54
LEARNER DIFFERENCES: MOTIVATION...............................................................54
LEARNER DIFFERENCES: COGNITIVE VARIABLES...............................................55
AGE OF ONSET/CRITICAL PERIODS.................................................................55
LANGUAGE LEARNING APTITUDE (CAROLL)....................................................55
COGNITIVE STYLE........................................................................................... 56
LANGUAGE PEDAGOGY...................................................................................... 56
STUDY BY STANAT ET AL................................................................................... 56
QUESTIONS........................................................................................................ 57
05 – THE ROLE OF LANGUAGE IN MATHEMATICS..................................................59
1. LEFEVRE’S PATHWAY MODEL........................................................................59
LEFEVRE’S PATHWAY MODEL: PREDICTORS...................................................60
LEFEVRE’S PATHWAY MODEL: EARLY NUMERACY..........................................61
LEFEVRE’S PATHWAY MODEL: MATH OUTCOMES...........................................62
2. THE ROLE OF LINGUISTICS (IN MATHEMATICS)..............................................63
ACADEMIC LANGUAGE.................................................................................... 63
SPECIFIC MATHEMATICAL LANGUAGE............................................................64
3
, SPECIFIC MATHEMATICAL LANGUAGE: DEVELOPMENT...................................66
SPECIFIC MATHEMATICAL LANGUAGE: IMPORTANCE......................................67
META-ANAYSIS (LIN, PENG, & ZENG, 2021)....................................................67
3. APPLICATION: PROPORTIONAL REASONING...................................................68
PROPORTIONAL REASONING..........................................................................68
RESEARCH QUESTIONS.................................................................................. 70
OVERALL DESIGN........................................................................................... 70
CONCLUSION.................................................................................................. 73
4
,MATHEMATICS & LANGUAGE
EDUCATION – 2022/2023
01 – EMERGENT LITERACY (EL)
LITERACY HAS SEVERAL FUNCTIONS
• TO REALIZE A MORE RELIABLE OR CONTROLLABLE MEANS OF
COMMUNICATION AND ORGANIZATION
o E.G., FINANCIAL OR JURIDICAL ARRANGEMENTS
• TO DEVELOP AN ACCUMULATIVE RESEARCH AND CULTURAL TRADITION
o E.G., SCIENCE, ARTS, EDUCATION
• TO CONSOLIDATE POWER AND AUTHORITY AND OPPRESS OTHERS
o E.G., BAN CERTAIN POPULATIONS FROM LITERACY EDUCATION
DEFINITION OF (IL)LITERACY (UNESCO)
DEFINITION OF LITERACY IN A DIGITAL WORLD
DIGITAL LITERACY AS A
LITERACY HAS TOB E RE-
NEW KIND OF LITERACY,
WHICH IS ADDES TOT HE
LIST OF CURRENT
↔ DEFINED DUE TO NEW
TECHNOLOGICAL
DEVELOPMENTS
“LITERACIES”
5
, 1.. INTRODUCTION AND DEFINITION
• NEW PERSPECTIVE ON HOW CHILDREN BECOME LITERATE (‘80)
EMERGENT LITERACY
• WHAT: KNOWLEDGE AND SKILLS
o ACQUIRED BEFORE THE START OF FORMAL SCHOOLING
o ACQUIRED THROUGH INFORMAL AND ADULT-DIRECTED ACTIVITIES
o FACILITATING THE ACQUISITION OF READING AND WRITING SKILLS (AND
SPEAKING AND LISTENING)
• WHY EMERGENT LITERACY?
o ACQUISITION OF LITERACY AS A DEVELOPMENTAL CONTINUUM THAT
STARTS (LONG) BEFORE THE FORMAL TEACHING OF READING AND
WRITING, AND IS ONGOING;
o READING, WRITING AND ORAL LANGUAGE ARE INTERRELATED
o NOT ONLY LANGUAGE-RICH ENVIRONMENTS, BUT ALSO LITERACY-RICH
ENVIRONMENTS
• ROOTS OF EMERGENT-LITERACY PERSPECTIVE
o NEO-PIAGETIAN: CHILDREN DISCOVER AND LEARN ABOUT LITERACY
THROUGH THEIR OWN ATTEMPTS AT READING AND WRITING
o NEO-VYGOTSKIAN: CHILDREN LEARN FROM THEIR INTERACTIONS WITH
EXPERIENCED OTHERS
EDUCATIONAL CONTEXT ASSOCIATION WITH LANGUAGE?
• BEFORE START OF FORMAL SCHOOLING • READING, WRITING AND ORAL LANGUAGE
o HOME ENVIRONMENT ARE INTERRELATED
o DAYCARE
o PRESCHOOL
o KINDERGARTEN
o “EARLY EDUCATIONAL SETTINGS”
DEBATE: FORMAL READING AND WRITING INSTRUCTION IN PRESCHOOL OR ECE
SETTINGS?
• ECE = EARLY CHILDHOOD EDUCATION
• CONCEPT OF EL HAD EVOKED THIS DEBATE
o BOTH PARTIES THINK MORE ALIKE THAN THEY SEEM TO SUGGEST!
• THE IDEA IS NOT THAT WE WILL START FORMAL EDUCATION ON READING AND
WRITING
o THE IDEA IS TO FACILITATE THIS LEARNING LATER ON IN AN INFORMAL
WAY
2. MODELS OF EMERGENT LITERACY
6
, • FOUR-COMPONENT MODEL
• OUTSIDE-IN, INSIDE-OUT MODEL
• FOCUSED VIEW MODEL
• COMPREHENSIVE EMERGENT LITERACY MODEL (CELM)
MODELS TO HELP DESCRIBE WHAT WE SEE HAPPENING WITH YOUNG CHILDREN!
• (ADDITIONAL MATERIAL WITH ANOTHER SLIGHTLY DIFFERENT CLASSIFICATION:
HTTP://WWW.YOUTUBE.COM/WATCH?V=HQIMGAD3VYG)
FOUR-COMPONENT MODEL (MASON & STEWART, 1990)
• KNOWLEDGE ABOUT LETTERS AND WORDS
• CONCEPTS AND FUNCTIONS ABOUT READING OR WRITING
o E.G. GROCERY LIST: HELPFUL TO WRITE DOWN, TO MEMORIZE WHAT THEY
NEED TO BUY IN THE SHOP
• WRITING AND COMPOSING
o ACT OF TAKING A PEN/PENCIL AND PUTTING SOMETHING ON PAPER
• LISTENING COMPREHENSION AND WORD UNDERSTANDING
o UNDERSTANDING WORDS, KNOWLEDGE OF VOCABULARY
OUTSIDE-IN, INSIDE-OUT MODEL ( WHITEHURST & LONIGAN, 1998)
OUTSIDE-IN PROCESSES INSIDE-OUT PROCESSES
= UNDERSTANDING OF THE CONTEXT IN = KNOWLEDGE OF THE RULES FOR
WHICH THE WRITING OCCURS TRANSLATING BETWEEN LETTERS AND
• KNOWLEDGE ABOUT THE SOUNDS
CONVENTIONS OF THE PRINT • PHONETIC SPELLING
• EMERGENT READING IN CONTEXT • LETTER KNOWLEDGE
• NARRATIVE KNOWLEDGE • LETTER-SOUND KNOWLEDGE
• LANGUAGE (VOCABULARY) • PHONOLOGICAL AWARENESS
• SYNTACTIC AWARENESS
FOCUSED VIEW MODEL (SÉNÉCHAL ET AL;, 2001)
7
, • PREVIOUS MODELS (2.1 & 2.2) HAVE SIMILAR COMPONENTS
•
CONCLUSION: WE SEEM TO AGREE ON THESE 4 ELEMENTS OF LITERACY, BUT THIS IS
WAY TOO BROAD
COMPREHENSIVE EMERGENT LITERACY MODEL ( ROHDE ET AL., 2015)
↔ FOCUSED VIEW MODEL: WAY TOO FOCUSED
• PREVIOUS MODELS TELL ONLY PART OF THE STORY, ADDITIONAL
CONSIDERATIONS:
• EACH EL COMPONENT HAS ITS OWN DEVELOPMENTAL SEQUENCE
• EACH EL COMPONENT SUPPORTS THE DEVELOPMENT OF OTHER COMPONENTS
o (I.E., HOLISTIC NATURE)
• IMPORTANT ROLE OF THE
ENVIRONMENT
3 MAIN COMPONENTS
(A) PRINT AWARENESS
(B) LANGUAGE
(C) PHONOLOGICAL AWARENESS
COMPONENTS OVERLAP
EMBEDDED WITHIN CULTURE,
COMMUNITY & DEMOGRAPHICS
MODELS OF EMERGENT LITERACY:
CONCLUSION
• ONE “TRUE” MODEL OF EMERGENT LITERACY DOES NOT EXIST
• BUT OVERALL AGREEMENT ON ELEMENTS OF EMERGENT LITERACY
o ELEMENTS AS PART OF EL ELEMENTS CONTRIBUTE TO EL
E.G., (ORAL) LANGUAGE
3. ELEMENTS OF EMERGENT LITERACY
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, • PRINT AWARENESS
• PHONOLOGICAL AWARENESS
• (ORAL) LANGUAGE DEVELOPMENT • Definition
• RELATION BETWEEN PRINT AND • Theoretical background SPEECH
• EMERGENT WRITING • Instructional approaches
1. PRINT AWARENESS
• ALPHABET(IC) KNOWLEDGE
• UNDERSTAND TEXT SYSTEMS AND SYMBOLS:
o UNDERSTAND THAT THERE IS AN ASSOCIATION BETWEEN LETTERS AND
SOUNDS
• LETTER NAME KNOWLEDGE VS LETTER SOUND KNOWLEDGE
LETTER NAME KNOWLEDGE LETTER-SOUND KNOWLEDGE
• LETTER NAMES • LETTER SOUNDS
• ALPHABET: A, B, C • SOUNDS: /A/, /B/, /K/
• SPELL A NAME • PHONOLOGICAL AWARENESS:
SEGMENTING
E.G., CAT
“SEE AY TEA”
/K/ /Æ/ /T/
EMERGING EVIDENCE THAT INSTRUCTION SHOULD FOCUS ON BOTH LETTER NAMES AND
SOUNDS (E.G. PIASTRA, PURPURA, & WAGNER, 2010)
LETTER-NAME KNOWLEDGE LETTER-SOUND KNOWLEDGE
• UNIQUE: EACH LETTER HAS ONLY 1 • SOME LETTERS CAN REPRESENT
NAME. DIFFERENT SOUNDS, DEPENDING
ON THE WORD THEY ARE PART OF.
HANDY WHEN WE WANT TO SPELL A SOUND:
NAME - /Æ/ IN CAT
- /AW/ IN WATER
- /A:/ IN FAR
E.G., LETTER A
NAME “AY”
READING IS MORE THAN MAKING LETTER-SOUND CONNECTIONS! (SEE 3.4)
• ALPHABET(IC) KNOWLEDGE
o UNDERSTAND TEXT SYSTEMS AND SYMBOLS
UNDERSTAND THAT THERE IS AN ASSOCIATION BETWEEN LETTERS
AND SOUNDS
o LETTER NAME KNOWLEDGE VS LETTER SOUND KNOWLEDGE
• CONCEPTS OF PRINT
o PURPOSE AND FUNCTION OF PRINT
A MEANING INDEPENDENT OF THE IMMEDIATE SOCIAL CONTEXT
E.G. GROCERY LIST, MAKING AN AGREEMENT, RENTING,…
o CONVENTIONS OF PRINT
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