WGU-C909: Elementary Reading Methods and Interventions (Revised) Accurate Expert Verified | Questions & Answers for Guaranteed Pass | Newest Update

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 -First, the social and cultural backgrounds of students have a huge and undeniable effect on their learning. -Second, because learning is quintessentially social, much 5. Steps of Sociocultural Theory (Learning Philosophies): 6. Schema (Learning Philosophies): 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. -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. 2/42 -Puts a good deal of emphasis on the reader, stressing 7. Reader Response Theory (Learning Philosophies): 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. interpretations—if they can support them. -Louise Rosenblatt 8. The three phases of the -Many literary texts simply do not have a single correct interpretation, and readers should be allowed and encouraged to construct a variety of 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: 11. Metacognition (Construction- Integration -Integrates words and sentences by linking previous information using cohesive ties to create a textbase. Process-Learning -A reader employs metacognition to monitor his processes to ensure the meaning makes sense. If it doesn't, the reader employs strategies to fix Philosophies): Phase 3: 12. Define Metacognition as it Applies to Reading (Learning Philosophies): comprehension. -Metacognition is the process of reflecting on one's reading strategies while reading to monitor comprehension. breaks down and employ strategies to fix comprehension. -A metacognitive reader is able to articulate the strategies he uses to comprehend. He