THEORY AND KEY BELIEFS KEY PEOPLE AND DATES SEMINAL PUBLICATIONS CONTRIBUTIONS TO THE FIELD DEFINITION LINGUISTICS Scientific LANGUAGE ACQUISITION Noam Chomsky Reflections of Language, 1975  Universal Grammar study of Children have innate, Responsible for language  Insights into second language acquisition human language-specific abilities acquistion. language. that facilitate and Three constrain language categories learning. include the study of EMERGENT LITERACY Marie Clay What Did I Write? 1975  Print rich environment with authentic texts language Literacy development Developed Emergent Concepts About Print 1997  Teacher acts as facilitator and observer form, starts at birth and is Literacy. Believed that there Observational Survey of Early  Children need to write for personal reasons language continuous. Functional is an interrelatedness of Literacy Achievement 1993 meaning, level of performances vs. these skills and that growth and chronological age. in one means growth in language in Development in the areas another. context. of listening, speaking, reading, and writing are all interrelated. Children become aware of the relationship between the spoken and written language.

FAMILY LITERACY Denny Taylor Family Literacy: Young children  Literacy-rich homes predict reading success The study of the Professor and doctoral Learning to Read and Write, relationships between director at Hofstra 1983 families and the University in NY. Written development of literacy. nine books and published 40 Literacy rich homes are articles on literacy in family, more powerful to a child’s school, and community success than pre-school or settings. Responsible for kinder classrooms. Family developing family literacy members are models of theory. literacy involvement. Correlation between the number of words spoken by the child and the amount the child is read to. Parents are a critical role in child’s reading development. PSYCHOLINGUISTI CS WHOLE LANGUAGE Ken Goodman What’s Whole in Whole  Reading is active and readers need to make Children learn language Developed the theory Language? 1988 predictions arts in the classroom underlying the literacy through a variety of best philosophy of whole The study of practices. Reading is a language. the natural process and psychologica students should be Responsible for the l and immersed in high-quality Psycholinguistic Theory. neurobiologi literacy environments. cal factors Listening, speaking, Developed the Miscue that enable reading, and writing are all Analysis system for reading. humans to interconnected. acquire and produce language. SOCIOLINGUISTIC S The study of LANGUAGE EXPERIENCE RG Stauffer The Language-Experience  Teachers and students collaborate on s shared society and APPROACH RV Allen Approach to the Teaching of experiences of reading and writing the norms Learning is enhanced Responsible for Language Reading 1970  Morning message time that dictate through social language experience approach how interactions. language is SOCIO-CULTURAL THEORY Harvey Daniels Literature Circles 1993  Literature circles with jobs used and Knowledge is constructed Responsible for socio- how it based on social interaction cultural theory effects and experience. Parents, society. caregivers, peers and culture are responsible for a person’s development. Three influences on human development: child’s immediate environment, interaction between home and school life, child’s parent’s work situation.

SOCIAL LEARNING THEORY Albert Bandura Social Learning Theory 1977  Partner and buddy reading People learn from Canadian Psychologist  Modeling and observational learning such as DEAR observing others. responsible for developing Four stages of the Social Learning Theory observational learning: in 1977. Attentional phase, Researched the effects retention phase, aggressive cartoons had on reproduction phase, and children’s behavior when reinforcement phase. playing.

COGNITIVE PSYCHOLOGY METACOGNITION John Flavell Metacognition and Cognition  Teacher readers to use strategies in order to Thinking about ones Worked at Stanford Monitoring: A New Area of comprehend thinking. Reading University. Influenced by Cognitive-Developmental strategies facilitates Piaget. Developed Inquiry 1979 The study of reading comprehension. metacognition. internal Students create their own mental knowledge. Readers apply AL Brown Metacognition Executive processes. fix-up strategies, Responsible for Control, Self-Regulation and Deals with summarize, visualize, use contributions to Other More Mysterious how people prior knowledge, metacognition. Mechanisms 1987 perceive connections, and remember understand the purpose of and think. reading. Goal is to make readers more aware of their thinking during reading. Gradual release of responsibility. THEORY OF COGNITIVE Jean Piaget The Construction of Reality in  Play and activity contribute to intellectual growth DEVELOPMENT Best known psychologist in the Child 1937 Describes the ways history. Began his work with children’s thinking children in order to changes over time. understand issues related to Factors that affect growth: epistemology. Responsible biological, activity, social for cognitive development. experiences, and equilibration. Goes through four stages in life to adulthood. Stages of cognitive development: sensorimotor, preoperational, concrete operational

THEORY OF LITERACY Don Holdaway The Foundations of Literacy  Shared reading with big books DEVELOPMENT Believed a rich home 1979  Mini lessons using authentic books Learning how to read literacy environment thought of as a natural promotes literacy. process. Begins at home Classrooms should be print by observing parents as and literacy rich. they read. Parents should Believed classroom encourage reading in the management should be self- home. As children’s regulating and foster reading efforts are independence. reinforced, they will begin to read for real.

STAGE MODELS OF READING U Firth, PB Gough A Development Framework for  While reading is ongoing, continuous, and gradual Focused on areas of word Responsible for stages Developmental Dyslexia 1986 understand the reading process in terms of stages to recognition. Children go model of reading. better plan to help the student through stages of word Developed the Gough’s identification abilities. bottom up model. Believed Phases of Development in These stages allow the reading is a serial process. Learning to Read Words by instructor to have a sense Sight 1995 of what the readers have accomplished, where they are now, and where they are headed. Stages: Visual cue reading, phonetic cue reading, phonological cue reading.

INFORMATION PROCESSING RC Atkinson, RM Shiffrin Multi Store Model 1968  Describe the unobservable MODEL Together, these  Gives framework for the mental networks and A discussion of how psychologists developed the information structure information from the brain information processing is processed. model- a visual that helps It is the hope that explain how information is information is processed stored in the brain. to the long-term memory in schema folders after being held in the short- term memory.

SUBSTRATA-FACTOR THEORY OF Jack Holmes, 1953 Getting to Know you 1968  Created a testable hypothesis driven theory of reading READING American psychologist ability Variables correlate to responsible for sub-strata reading ability to predict factor theory. speed and power of reading. Cognitive abilities also contribute to reading ability. Systems work together to read texts at different levels. New learning picks up from earlier learning.

GOUGH’S MODEL PB Gough One Second of Reading 1972  Emphasis on both decoding and language Reading is a series of Developed the Gough’s comprehension stages that start when the bottom up model. Believed eye captures the input of reading is a serial process. each letter (bottom up). Comprehension occurs when words are decoded and language is comprehended.

INTERACTIVE MODEL DE Rummelhart An Interactive Activation Model  Give students many ways to attack a problem, sight, Reading is not a linear Believed reading is neither of Context Effects in Letter decoding, word families and context clues process. In order to bottom up or top down, but Perception 1977  Bottom up and top down interpret what is read interactive. Reading is not syntactic, semantic, linear or sequential in orthographic, and lexical matter. Developed information must happen interactive model. simultaneously. Reader must process information, more important than what is read on a page. Reading is an interaction between the reader and the text.

INTERACTIVE-COMPENSATORY Keith Stanovich Toward and Interactive  Gives students many ways to attack a problem sight , MODEL Canadian psychologist. Compensatory Model of decoding, word families, and context clues Built upon interactive Researches on the Individual Differences in the model. Text is processed psychology of reading, Development of Reading interactively and in a language disabilities, and Fluency 1980 nonlinear manner, but it is the psychology of rational also compensatory. thought. Highly regarded for Compensatory means that knowledge on reading if one processor isn’t disabilities. working, other processors will compensate for it.

VERBAL EFFICIENCY THEORY CA Perfetti Reading Ability 1985  Sight words and automatic word identification is Reading of printed text is Research on reading necessary for good comprehension related to the way one processes. Currently a hears it. How long it takes professor of psychology at someone to read an the University of Michigan. isolated word indicates how well one knows the word. Faster word recognition leads to better reading because it requires less thinking and more time for comprehending. Decoding ability is indicative of how quickly a student can read words in isolation.

CONSTRUCTION-INTEGRATION Walter Kintsch Text Comprehension Memory  Learners must first construct meaning and then MODEL Believed reading occurs at and Learning 1994 integrate it Belief that reading occurs several levels. Two primary at several levels. Words, processes of constructing words and sentences, text information: construction integrated with schema. and integration phase.

PHONOLOGICAL-CORE VARIABLE Keith Stanovich Explaining the Differences  Early emphasis In phonological awareness in programs DIFFERENCE MODEL Determined that IQ was not Between the Dyslexic and the like Reading Recovery can offset the Matthew Effect Identifies difference a valid indicator of dyslexia. Garden-Variety Poor Reader: between normal and Dyslexia determined by The Phonological-Core dyslexic students. deficits in phonological Variable-Difference Model 1988 Determined by deficits in realm of cognitive phonological realm of functioning. cognitive functioning.

PARALLEL DISTRIBUTED Mark Seidenberg & A Distributed Developmental  Reading depends on automatic letter recognition, PROCESSING MODEL McClelland Model of Word Recognition and accurate phonemic processing, strong vocabulary, and Reading success Developed Parallel Naming 1989 the ability to construct meaning and the processes are dependent on four things: distributed processing interactive and compensatory automatic letter model. recognition, phonemic processing, strong vocabulary, and ability to construct meaning from text. All four areas connected.

DUAL-ROUTE CASCADED MODEL M Coltheart and others Models of Reading Aloud: Dual  Better readers have a greater grasp of rules that govern Two ways to process text: Developed Dual Route Route and Parallel-Distributed letter-sound relationships and rely on the lexical route words that already known Cascaded Model. Processing Approaches 1993 more quickly passing informant from one route to the and another path for next unknown words.

DOUBLE-DEFICIT HYPOTHESIS M Wolf & PG Bowers The Double-Deficit Hypothesis  All learning disabilities do not stem from the same deficit Explains cause of reading Developed the Double for the Developmental Dyslexia  Interventions need to vary based on the learner disabilities. Three Deficit Hypothesis. 1999  RAN and PA testing categories: disabled students falling into phonological deficit, naming speed deficit, or both.

CONSTRUCTIVISM INQUIRY LEARNING John Dewey The Child and the Curriculum  Emphasis on reasoning and decision making with a Student’s interests used to founder of theory of inquiry 1902 democratic interest in having an informed citizenry identify possible activities. learning. Opened The study of  Problem-based learning Problem based learning. experimental school in knowledge. Social collaboration is Chicago. Belief that important. interactions and ZONE OF PROXIMAL Lev Vygotsy Thought and Language 1962 experiences  Differentiated Instruction DEVELOPMENT Believed knowledge is generate Knowledge is constructed constructed as a result of Mind and Society: The knowledge. as a result of social social interaction. Sign Development of Higher interaction. Zone of systems. Developed zone of Psychological Processes 1978 proximal development is proximal development and the ideal level of task scaffolding. difficulty required to optimize learning.

CRITICAL LITERACY THEORY Paulo Freire Pedagogy of the Oppressed  Equal opportunity means equal education A political way to look at Found ways to educate the 1970  Curriculum should include different perspectives literacy education. poor. Considers the political ways schools reinforce inequalities.

SCHEMA THEORY Frederic Bartlett Remembering an Experimental  Importance of central role of background knowledge Organize all knowledge Schema theory and Social Study 1932 into individualized schemas. Schema is different for everyone that affects learning. Changeable.

LITERARY THEORY READER RESPONSE THEORY Louise Rosenblatt The Reader, The Text, The  Model the differences between expository and narrative The study Every reader brings his or Responsible for reader Poem, 1978 text and methods her own individual response theory.  Use think-alouds of literature. experiences to a text.  Get students emotionally invested in text Reading should be purposeful, either efferent or aesthetic.

ENGAGEMENT THEORY John Guthrie, Allan Wigfield Children’s Motivation for  Use concept-oriented reading instruction Explores the differences Developed engagement Reading: Domain Specificity  Engaged reading can overcome barriers from between engaged and theory. and Instructional Influences, socioeconomics disengaged learners and 2004  Teach metacognition strategies how to intrinsically motivate them. Candidate: Rachel Covarrubias Theories organizer