WGU-C909:Questions and Answer
(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.
15. Phonological Component (Oral Language Dev.-Stages of Development):
-Involves the rules for combining sounds.
-We are not aware of our knowledge of these rules, but our ability to understand and
pronounce English words demonstrates that we do know a vast number of rules.
16. Semantic Component (Oral Language Dev.-Stages of Development):
-Is made up of morphemes, the smallest units of meaning that may be combined with
each other to make up words (for example, paper + s are the two morphemes that make
up papers), and sentences.
-A dictionary contains the semantic component of a language, but also what words (and
meanings) are important to the speakers of the language.
17. Syntactic Component (Oral Language Dev.-Stages of Development):
-Consists of the rules that enable us to combine morphemes into sentences.
-Ex. As soon as a child uses two morphemes together, as in "more cracker," she is
using a syntactic rule about how morphemes are combined to convey meaning.
18. Pragmatics (Oral Language Dev.-Stages of Development):
-Some language experts would add a fourth component: which deals with rules of
language use.
-Pragmatic rules are part of our communicative competence, our ability to speak
, appropriately in different situations.
-Ex. in a conversational way at home and in a more formal way at a job interview.
19. Stages of Reading Development (Stages of Development):
-Early Emergent Readers (Levels aa-C)
-Emergent Readers (D-J)
-Early Fluent Readers (K-P)
-Fluent Readers (Q-Z2)
20. Emergent Readers (D-J) (Stages of Development):
-Readers at this stage have developed an understanding of the alphabet, phonological
awareness, and early phonics.
-They have command of a significant number of high-frequency words.
-Emergent readers are developing a much better grasp of comprehension strategies
and word-attack skills.
-They can recognize different types of text, particularly fiction and nonfiction, and
recognize that reading has a variety of purposes.
21. Stages of Writing Development (Stages of Development):
Scribbling/Drawing
-Letter-Like Forms & Shapes
-Letters
-Letters & Spaces
-Conventional Writing & Spelling
22. Conventional Writing & Spelling (Stages of Development):
-Children spell most words correctly, with a reliance on phonics knowledge to spell
longer words.
-Writers use punctuation marks correctly and use capital and lower case letters in the
correct places.
-Writing for different purposes becomes more important.
-Handwriting becomes easier, as does the spelling of a majority of words.
23. Gradual Release of Responsibility (Strategies for Literacy Development):
-A teaching approach which incorporates scaffolding so that responsibility for the
content is gradually shifted from teacher to student.
24. Various Strategies for Vocabulary Development (Strategies for Literacy
Development):
(1.) Integration—connecting new vocabulary to prior knowledge
(2.) Repetition—encountering/using the word/concept many times
(3.) Meaningful use—multiple opportunities to use new words in reading, writing and
soon discussion.
25. Balanced Literacy Models are Composed of Three Major Components (Balanced
Literacy Framework):
1.) reading workshop
(2.) writing workshop
(3.) word work
26. Reading Workshop Components (Balanced Literacy Framework):
1.) shared reading
(2.) guided reading
(3.) independent reading
(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.
15. Phonological Component (Oral Language Dev.-Stages of Development):
-Involves the rules for combining sounds.
-We are not aware of our knowledge of these rules, but our ability to understand and
pronounce English words demonstrates that we do know a vast number of rules.
16. Semantic Component (Oral Language Dev.-Stages of Development):
-Is made up of morphemes, the smallest units of meaning that may be combined with
each other to make up words (for example, paper + s are the two morphemes that make
up papers), and sentences.
-A dictionary contains the semantic component of a language, but also what words (and
meanings) are important to the speakers of the language.
17. Syntactic Component (Oral Language Dev.-Stages of Development):
-Consists of the rules that enable us to combine morphemes into sentences.
-Ex. As soon as a child uses two morphemes together, as in "more cracker," she is
using a syntactic rule about how morphemes are combined to convey meaning.
18. Pragmatics (Oral Language Dev.-Stages of Development):
-Some language experts would add a fourth component: which deals with rules of
language use.
-Pragmatic rules are part of our communicative competence, our ability to speak
, appropriately in different situations.
-Ex. in a conversational way at home and in a more formal way at a job interview.
19. Stages of Reading Development (Stages of Development):
-Early Emergent Readers (Levels aa-C)
-Emergent Readers (D-J)
-Early Fluent Readers (K-P)
-Fluent Readers (Q-Z2)
20. Emergent Readers (D-J) (Stages of Development):
-Readers at this stage have developed an understanding of the alphabet, phonological
awareness, and early phonics.
-They have command of a significant number of high-frequency words.
-Emergent readers are developing a much better grasp of comprehension strategies
and word-attack skills.
-They can recognize different types of text, particularly fiction and nonfiction, and
recognize that reading has a variety of purposes.
21. Stages of Writing Development (Stages of Development):
Scribbling/Drawing
-Letter-Like Forms & Shapes
-Letters
-Letters & Spaces
-Conventional Writing & Spelling
22. Conventional Writing & Spelling (Stages of Development):
-Children spell most words correctly, with a reliance on phonics knowledge to spell
longer words.
-Writers use punctuation marks correctly and use capital and lower case letters in the
correct places.
-Writing for different purposes becomes more important.
-Handwriting becomes easier, as does the spelling of a majority of words.
23. Gradual Release of Responsibility (Strategies for Literacy Development):
-A teaching approach which incorporates scaffolding so that responsibility for the
content is gradually shifted from teacher to student.
24. Various Strategies for Vocabulary Development (Strategies for Literacy
Development):
(1.) Integration—connecting new vocabulary to prior knowledge
(2.) Repetition—encountering/using the word/concept many times
(3.) Meaningful use—multiple opportunities to use new words in reading, writing and
soon discussion.
25. Balanced Literacy Models are Composed of Three Major Components (Balanced
Literacy Framework):
1.) reading workshop
(2.) writing workshop
(3.) word work
26. Reading Workshop Components (Balanced Literacy Framework):
1.) shared reading
(2.) guided reading
(3.) independent reading
