Creating Literacy Instruction for All Students, Enhanced 9th Edition

Creating Literacy Instruction for All Students, Ninth Edition Chapter 1 The Nature of Literacy Developed by: Thomas G. Gunning, Professor Emeritus Southern Connecticut State University Major Theories of Literacy Learning and Language Development Behaviorism Cognitivism Social Cognitive Views of Learning Cognitive-Behavioral Approach Top-Down and Bottom-Up Approaches Reader Response Theory New Criticism Behaviorism Describes activities of an organism in terms of observable actions or behaviors Responses to stimuli Repeat behaviors that are rewarding and avoid those that are not Cognitivism Describes activities of an organism in terms of observable actions or behaviors and internal or mental states Piaget Social Cognitive Views Vygotsky Piaget’s Theories Stages of Cognitive Development Children’s thinking is different from adults’ and evolves through stages. Adaptation Through adaptation (interaction with the environment), child constructs schemes (ways of making sense of the world). Adaptation includes complementary processes: assimilation and accommodation. Social Cognitive Views of Learning L.S. Vygotsky -social constructivism Zone of Proximal Development Difference between independent performance and potential performance as determined through problem solving under guidance of an adult or more capable peer Scaffolding The support and guidance provided by an adult or more capable peer that helps a student function on a higher level Cognitive Behavioral Approach Cognitive behavioral modification Combination of behavioral and cognitive principles Self-talk and rewards replace faulty learning habits and beliefs with effective habits and strategies and realistic beliefs. Importance of Literacy Theories Personal beliefs - foundation for instruction Determines: Goals Instructional techniques Materials Classroom organization Expected student reading and writing behaviors Evaluation criteria Top-Down and Bottom-Up Approaches Bottom-Uppers Derive meaning from accurate, sequential processing of words; emphasis on the text rather than the reader’s background knowledge or language ability Top-Downers Derive meaning by using background knowledge, language ability, and expectations; emphasis on the reader rather than the text Interactionists Derive meaning from processing text and using background knowledge and language ability and reasoning Reader Response Theory Transaction The relationship between the reader and text Meaning created as the text is conditioned by reader and reader is conditioned by the text. Stance The position or attitude reader takes Aesthetic- focus on language, feelings, past experiences evoked Efferent-obtaining information New Criticism Focus on the text Ignore historical, social, and political influences and subjective reader responses Meaning and emotion revealed through careful analysis Emphasis on close reading Combined approach- analysis and response Approach Taken by this Book Draws on research from cognitive psychology Combines interactionist point of view with a holistic orientation Takes integrated approach-uses top-down and/or bottom-up processes depending on circumstances Combines analysis and response Four Processors Orthographic- perceives sequence of letters Phonological- maps the letters into speech Meaning- assigns meanings to words Context- constructs a continuing understanding Status of Literacy NAEP Reading Score Changes 1972-2013 Grade 4:+5 points Grade 8: +8 points Grade 4 Basic:68 % Proficient:35% Grade 8 Basic:78% Proficient: 36% Major Literacy Initiatives Elementary and Secondary Act Prepare all students to be college and career ready Common Core State Standards Read complex texts Meet challenging standards Take aligned assessments Place more emphasis on informational reading & informational writing Role of Language Components of Language Developing Language Learning a Second Language Growth of Vocabulary Components of Language Phonology-speech sounds Morphology-word formation Syntax-sentence formation Semantic-meaning Prosody-rhythm of speech Pragmatics-effective use of language Developing Language Behavioral viewpoint Language learned through reinforcement Nativist viewpoint Children born with language acquisition device (LAD) that predisposes them to generate language structures--Noam Chomsky Interactionist viewpoint Interaction of children’s cognitive abilities and environmental factors Learning a Second Language Help English language learners (ELLs) by: Accepting their native language Providing comprehensible input Making sure they know 98% of words in text Using boldfaced vocabulary words, marginal glossaries, illustrations Speaking slowly, using gestures and visuals, explaining new words Providing friendship opportunities through groups and buddies Growth of Vocabulary Age 3: Speaking vocabulary of about 1,000 words. Kindergarten: Know 5,000 words or more. High-quality, language-rich social interactions increase vocabularies and improve success in school. Importance of Students’ Cultures In students’ culture(s), how are reading and writing used? What values are placed on them? What are ways in which students have observed and participated in reading and writing? Is literacy in their environment primarily a group or an individual activity? Literacy and Technology: The New Literacies Adapting traditional skills: Ability to decide whether a source merits reading Organizing information Evaluating information Drawing conclusions Conveying information to others Program for Today’s Students Children learn to read by reading. Reading should be easy—but not too easy. Instruction is functional and contextual. Teachers make connections. Teachers promote independence. Teachers believe all children can learn to read and write. Program is goal-oriented and systematic. Program for Today’s Students (cont.) Teachers should build students’ motivation and sense of competence. Teachers should build students’ language proficiency. Teachers monitor students’ progress and make changes as needed. Highly Effective Teachers Are caring & have high expectations Offer balanced instruction Provide extensive instruction and reinforcement Scaffold students’ responses Have effective classroom management skills Emphasize effort & cooperation Build independence Use high-quality materials Match materials & tasks to student competence Essentials for an Effective Lesson Objectives Content/Texts/Activities Instruction Evaluation Differentiation Classroom Atmosphere