C909|Updated&Verified|100% Solved|Guaranteed Success

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. Speakers of English, for example, know that an English word can end, but not begin, with an -ng sound. 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. Semantic Component 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 (Brown, 1973). A dictionary contains the semantic component of a language, but also what words (and meanings) are important to the speakers of the language. Syntactic Component consists of the rules that enable us to combine morphemes into sentences. 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. Stages of Literacy Development Stage 0: Foundation for Literacy, Stage 1: Beginning Literacy, Stage 2: Consolidation / Fluency, Stage 3: Literacy for Growth Balance Literacy Composed of reading workshop, writing workshop, and word work. Framework: 1. Motivation for literacy 2. Oral language 3. knowledge building 4. Concepts of print 5. Writing conventions 6. Phonemic awareness 7. Letter sounds and phonics 8. Spelling & word study 9. Vocabulary 10. Reading fluency & expressions 11. Reading comp strategies 12. Writing processes & strategies 13. Text structure 14. Classroom organization & time management 15. Assessment for instruction Modeled Reading Teacher reads aloud to the whole class or small group Guided Reading Teacher works with a small group of students who read at similar levels. Most important places are in small groups or one on one to have direct instruction or reading strategies. Shared Reading Using an enlarged text that all children can see, the teachers involve children in reading together following a pointer. Ex- discuss book predictions, talk about meaning while reading, discuss connections students have to the book, show students the book's illustrations, talk about character traits, and discuss how characters change throughout the story Independent Reading Students read from a wide variety of materials Phonological Awareness Refers to a global awareness of the sound structures of speech and the ability to manipulate those structures. Especially important at the earliest stages of reading development (pre school, kindergarten, and first grade). Includes: rhyming, alliteration, the number of words in a sentence, syllables, onset rime, and full phonemic awareness. Phonemic Awareness Most advanced level of phonological awareness. Refers to a child's awareness of the individual phonemes- the smallest units of sound- in spoken words, and the ability to manipulate those sounds. (Ability to hear) Phonics Knowledge of the letter sounds and the ability to apply that knowledge in decoding unfamiliar printed words. Phonological awareness refers to oral language and phonics refers to print. Fluency The ability to read a text accurately, quickly, and with expression (also called prosody: intonation, stress, and phasing a reader uses, indication understanding when reading). Fluency is a key skill to becoming a strong reader because it provides a bridge between word recognition and comprehension. Oral Vocabulary Words that we use in speaking or comprehend in listening. Reading vocabulary refers to words we comprehend or use in print. Four Types of Vocabulary Listening: words we need to know to understand what we hear. Speaking: words we use when we speak. Reading: words we need to know to understand what we read. Writing: words we use in writing. Comprehension The reason for reading. If students can decode words accurately but don't understand what they're reading, they're not really reading. Good readers are purposeful and active. They may read to learn more about their favorite athlete, to complete a school assignment, or just to enjoy a good story. 6 Comprehension Strategies 1. Ask questions 2. Making connections 3. Make predictions 4. Inferencing 5. Summarizing 6. Evaluating