WGU-C909: Elementary Reading Methods and Interventions (Revised)
1. 1. Constructivism -Constructivism emphasizes the idea that comprehending a text is very much an
(Learning Philoso- active process. -Constructivism holds that the meaning one constructs from a
phies): text is subjective—the result of one particular person's processing of the text.
2. 2. Cognitive-Con- -Aim to assist students in assimilating new information to existing knowledge,
structivist View as well as enabling them to make the appropriate modifications to their existing
of Reading-Teach- intellectual framework to accommodate that information.
ing Methods -Jean Piaget and William Perry
(Learning Philoso-
phies):
3. 3. Cognitive-Con- -Emphasizes that reading is a process in which the reader actively searches for
structivist View of meaning in what she reads.
Reading (Learning -The reader makes connections between ideas and then integrates these un-
Philosophies): derstandings 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. 4. Sociocultural -Extends the influence on the cognitive-constructivist view out from the reader
Theory (Learning and the text into the larger social realm.
Philosophies): -Learning is viewed as primarily a social rather than an individual matter.
-Lev Vygotsky
5. 5. Steps of So- -First, the social and cultural backgrounds of students have a huge and unde-
ciocultural Theory niable effect on their learning.
(Learning Philoso- -Second, because learning is quintessentially social, much learning—particu-
phies): larly 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
, WGU-C909: Elementary Reading Methods and Interventions (Revised)
learned in the classroom, and each of them must be carefully considered in
planning and carrying out instruction.
6. 6. Schema (Learn- -Theory that is concerned with knowledge, particularly with the way knowledge
ing Philosophies): is represented in our minds, how we use that knowledge, and how it expands.
7. 7. Reader Re- -Puts a good deal of emphasis on the reader, stressing that the meaning one
sponse Theory gains from text is the result of a transaction between the reader and the text
(Learning Philoso- and that readers will have a range of responses to literary works.
phies): -Many literary texts simply do not have a single correct interpretation, and
readers should be allowed and encouraged to construct a variety of interpre-
tations—if they can support them.
-Louise Rosenblatt
8. 8. The three (1.) Construction
phases of the (2.) Integration
construction-inte- (3.) Metacognition
gration process
(Learning
Philosophies):
9. 9. Construction -In the construction phase, a reader uses knowledge of vocabulary and syntax
(Construction-Inte- to make meaning.
gration
Process-Learning
Philosophies):
Phase 1:
10. 10. Integration -Integrates words and sentences by linking previous information using cohesive
(Construction-Inte- ties to create a textbase.
gration
Process-Learning
, WGU-C909: Elementary Reading Methods and Interventions (Revised)
Philosophies):
Phase 2:
11. 11. Metacognition -A reader employs metacognition to monitor his processes to ensure the mean-
(Construction-Inte- ing makes sense. If it doesn't, the reader employs strategies to fix comprehen-
gration sion.
Process-Learning
Philosophies):
Phase 3:
12. 12. Define -Metacognition is the process of reflecting on one's reading strategies while
Metacognition as reading to monitor comprehension.
it Applies to -A metacognitive reader is able to articulate the strategies he uses to compre-
Reading (Learning hend. He is also able to recognize when meaning breaks down and employ
Philosophies): strategies to fix comprehension.
13. 13. Oral Lan- -The complex system that relates sounds to meanings, is made up of three
guage Develop- components: the phonological, semantic, and syntactic.
ment (Stages of
Development):
14. 14. How Oral Lan- -Reading and talking with children plays an important role in developing their
guage Supports vocabulary.
Vocabulary Devel- -The more you read to children, the larger vocabulary they will develop.
opment (Stages of
Development):
15. 15. Phonologi- -Involves the rules for combining sounds.
cal Component -We are not aware of our knowledge of these rules, but our ability to understand
(Oral Language and pronounce English words demonstrates that we do know a vast number of
Dev.-Stages of De- rules.
velopment):
, WGU-C909: Elementary Reading Methods and Interventions (Revised)
16. 16. Semantic Com- -Is made up of morphemes, the smallest units of meaning that may be com-
ponent (Oral Lan- bined with each other to make up words (for example, paper + s are the two
guage Dev.-Stages morphemes that make up papers), and sentences.
of Development): -A dictionary contains the semantic component of a language, but also what
words (and meanings) are important to the speakers of the language.
17. 17. Syntactic Com- -Consists of the rules that enable us to combine morphemes into sentences.
ponent (Oral Lan- -Ex. As soon as a child uses two morphemes together, as in "more cracker," she is
guage Dev.-Stages using a syntactic rule about how morphemes are combined to convey meaning.
of Development):
18. 18. Pragmatics -Some language experts would add a fourth component: which deals with rules
(Oral Language of language use.
Dev.-Stages of De- -Pragmatic rules are part of our communicative competence, our ability to speak
velopment): appropriately in different situations.
-Ex. in a conversational way at home and in a more formal way at a job interview.
19. 19. Stages of Read- -Early Emergent Readers (Levels aa-C)
ing Development -Emergent Readers (D-J)
(Stages of Devel- -Early Fluent Readers (K-P)
opment): -Fluent Readers (Q-Z2)
20. 20. Emergent -Readers at this stage have developed an understanding of the alphabet,
Readers (D-J) phonological awareness, and early phonics.
(Stages of Devel- -They have command of a significant number of high-frequency words.
opment): -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. 21. Stages of Writ- Scribbling/Drawing
ing Development -Letter-Like Forms & Shapes
-Letters
1. 1. Constructivism -Constructivism emphasizes the idea that comprehending a text is very much an
(Learning Philoso- active process. -Constructivism holds that the meaning one constructs from a
phies): text is subjective—the result of one particular person's processing of the text.
2. 2. Cognitive-Con- -Aim to assist students in assimilating new information to existing knowledge,
structivist View as well as enabling them to make the appropriate modifications to their existing
of Reading-Teach- intellectual framework to accommodate that information.
ing Methods -Jean Piaget and William Perry
(Learning Philoso-
phies):
3. 3. Cognitive-Con- -Emphasizes that reading is a process in which the reader actively searches for
structivist View of meaning in what she reads.
Reading (Learning -The reader makes connections between ideas and then integrates these un-
Philosophies): derstandings 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. 4. Sociocultural -Extends the influence on the cognitive-constructivist view out from the reader
Theory (Learning and the text into the larger social realm.
Philosophies): -Learning is viewed as primarily a social rather than an individual matter.
-Lev Vygotsky
5. 5. Steps of So- -First, the social and cultural backgrounds of students have a huge and unde-
ciocultural Theory niable effect on their learning.
(Learning Philoso- -Second, because learning is quintessentially social, much learning—particu-
phies): larly 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
, WGU-C909: Elementary Reading Methods and Interventions (Revised)
learned in the classroom, and each of them must be carefully considered in
planning and carrying out instruction.
6. 6. Schema (Learn- -Theory that is concerned with knowledge, particularly with the way knowledge
ing Philosophies): is represented in our minds, how we use that knowledge, and how it expands.
7. 7. Reader Re- -Puts a good deal of emphasis on the reader, stressing that the meaning one
sponse Theory gains from text is the result of a transaction between the reader and the text
(Learning Philoso- and that readers will have a range of responses to literary works.
phies): -Many literary texts simply do not have a single correct interpretation, and
readers should be allowed and encouraged to construct a variety of interpre-
tations—if they can support them.
-Louise Rosenblatt
8. 8. The three (1.) Construction
phases of the (2.) Integration
construction-inte- (3.) Metacognition
gration process
(Learning
Philosophies):
9. 9. Construction -In the construction phase, a reader uses knowledge of vocabulary and syntax
(Construction-Inte- to make meaning.
gration
Process-Learning
Philosophies):
Phase 1:
10. 10. Integration -Integrates words and sentences by linking previous information using cohesive
(Construction-Inte- ties to create a textbase.
gration
Process-Learning
, WGU-C909: Elementary Reading Methods and Interventions (Revised)
Philosophies):
Phase 2:
11. 11. Metacognition -A reader employs metacognition to monitor his processes to ensure the mean-
(Construction-Inte- ing makes sense. If it doesn't, the reader employs strategies to fix comprehen-
gration sion.
Process-Learning
Philosophies):
Phase 3:
12. 12. Define -Metacognition is the process of reflecting on one's reading strategies while
Metacognition as reading to monitor comprehension.
it Applies to -A metacognitive reader is able to articulate the strategies he uses to compre-
Reading (Learning hend. He is also able to recognize when meaning breaks down and employ
Philosophies): strategies to fix comprehension.
13. 13. Oral Lan- -The complex system that relates sounds to meanings, is made up of three
guage Develop- components: the phonological, semantic, and syntactic.
ment (Stages of
Development):
14. 14. How Oral Lan- -Reading and talking with children plays an important role in developing their
guage Supports vocabulary.
Vocabulary Devel- -The more you read to children, the larger vocabulary they will develop.
opment (Stages of
Development):
15. 15. Phonologi- -Involves the rules for combining sounds.
cal Component -We are not aware of our knowledge of these rules, but our ability to understand
(Oral Language and pronounce English words demonstrates that we do know a vast number of
Dev.-Stages of De- rules.
velopment):
, WGU-C909: Elementary Reading Methods and Interventions (Revised)
16. 16. Semantic Com- -Is made up of morphemes, the smallest units of meaning that may be com-
ponent (Oral Lan- bined with each other to make up words (for example, paper + s are the two
guage Dev.-Stages morphemes that make up papers), and sentences.
of Development): -A dictionary contains the semantic component of a language, but also what
words (and meanings) are important to the speakers of the language.
17. 17. Syntactic Com- -Consists of the rules that enable us to combine morphemes into sentences.
ponent (Oral Lan- -Ex. As soon as a child uses two morphemes together, as in "more cracker," she is
guage Dev.-Stages using a syntactic rule about how morphemes are combined to convey meaning.
of Development):
18. 18. Pragmatics -Some language experts would add a fourth component: which deals with rules
(Oral Language of language use.
Dev.-Stages of De- -Pragmatic rules are part of our communicative competence, our ability to speak
velopment): appropriately in different situations.
-Ex. in a conversational way at home and in a more formal way at a job interview.
19. 19. Stages of Read- -Early Emergent Readers (Levels aa-C)
ing Development -Emergent Readers (D-J)
(Stages of Devel- -Early Fluent Readers (K-P)
opment): -Fluent Readers (Q-Z2)
20. 20. Emergent -Readers at this stage have developed an understanding of the alphabet,
Readers (D-J) phonological awareness, and early phonics.
(Stages of Devel- -They have command of a significant number of high-frequency words.
opment): -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. 21. Stages of Writ- Scribbling/Drawing
ing Development -Letter-Like Forms & Shapes
-Letters
