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Theories of Literacy Development (1930s-Present)
Transcript of Theories of Literacy Development (1930s-Present)
Annamaria Deidesheimer Theories of Literacy Development Based on work of Piaget
Sensorimotor (birth-2 yrs.)
Preoperational (2-7 yrs.)
Concrete Operational (7-11 yrs.)
Formal Operational (11-adult)
Research indicates "improvements in reading comprehension, word attack, and vocabulary are positively associated with children's cognitive development" (Tracey and Morrow, 2012, p.93) Theory of Cognitive Development Maturation Theory Theory of Literacy Development Children learn to read in stages of increasing sophistication
Pre-Alphabetic Stage (Logographic)
Partial Alphabetic Stage
Full Alphabetic Stage
Consolidated Alphabetic Stage
Children increase type and number of strategies they can use during reading. Looking at stage child is in can help teacher plan instruction.
Theorists: (Ehri, 1991); (Chall, 1983), (Gunning, 2003); (Gough, Juel, Griffith, 1992); (Frith, 1985) Stage Models of Reading "The term 'emergent literacy' refers to a period in a child's life between birth and when the child can read and write at a conventional (approximately third-grade) level" (Tracey and Morrow, 2012, p. 99). Refers to functional level, not chronological.
Literacy learning starts at birth - conflicts with Maturation Theory.
Connects with Whole Language Theory
Children learn to be better readers in homes with lots of books and print, parents who read to children, and trips to libraries and bookstores.
Theorist: Marie Clay, 1966 Emergent Literacy Theory Focused on the literacy development of students and their families. Overlaps with Theory of Literacy Development.
Need for teachers and parents to share information with one another.
Build parents' skills to support their child's literacy development in the home.
Relational trust needs to be built and maintained. Family Literacy Theory In this theory, "learning to read is viewed as a natural developmental occurrence" (Tracey and Morrow, 2012, p. 95).
Children learn to read by being read to and watching parents and teachers, and children need literacy-rich environments with lots of print. Studied middle class families in Minnesota
Surveyed parents about literacy habits at home
Gave parents training and structured guides for reading assigned pieces at home with their child
Students were tested before and after parent intervention, statistical analysis indicated program noticeably improved score
We will give you the survey the researchers gave the parents, and then we will discuss our responses. "Project EASE: The Effects of a Family Literacy Project on Kindergarten Students' Early Literacy Skills" Jordan, G. ; Snow, C. ; Porche, M. (2000). Theory from "developmental psychologists who advocated maturation as the most important factor in learning to read" (Tracey and Morrow, 2012, p. 94).
Children must be developmentally ready to learn to read.
Children should not receive reading instruction in school or at home until age 6 1/2 years. (But teachers in early 20th Century did follow Unfoldment Theory)