Theory and Definition



|Theory and Definition |Key Beliefs |Key People and Dates |Seminal Publications |Contributions to the Field |

|Linguistics | | | | |

|Scientific study of |Language Acquisition |Noam Chomsky |Reflections of Language, 1975 |Universal Grammar |

|human language. Three |Children have innate, language-specific |Responsible for language acquistion. | |Insights into second language acquisition |

|categories include the |abilities that facilitate and constrain | | | |

|study of language form,|language learning. | | | |

|language meaning, and | | | | |

|language in context. | | | | |

| |Emergent Literacy |Marie Clay |What Did I Write? 1975 |Print rich environment with authentic texts |

| |Literacy development starts at birth and is |Developed Emergent Literacy. Believed that there |Concepts About Print 1997 |Teacher acts as facilitator and observer |

| |continuous. Functional level of performances |is an interrelatedness of these skills and that |Observational Survey of Early Literacy Achievement |Children need to write for personal reasons |

| |vs. chronological age. Development in the |growth in one means growth in another. |1993 | |

| |areas 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 Learning to Read and |Literacy-rich homes predict reading success |

| |The study of the relationships between |Professor and doctoral director at Hofstra |Write, 1983 | |

| |families and the development of literacy. |University in NY. Written nine books and | | |

| |Literacy rich homes are more powerful to a |published 40 articles on literacy in family, | | |

| |child’s success than pre-school or kinder |school, and community settings. Responsible for | | |

| |classrooms. Family members are models of |developing family literacy 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. | | | |

|Psycholinguistics | | | | |

| |Whole Language |Ken Goodman |What’s Whole in Whole Language? 1988 |Reading is active and readers need to make predictions |

| |Children learn language arts in the classroom |Developed the theory underlying the literacy | | |

| |through a variety of best practices. Reading |philosophy of whole language. | | |

| |is a natural process and students should be | | | |

|The study of the |immersed in high-quality literacy |Responsible for the Psycholinguistic Theory. | | |

|psychological and |environments. | | | |

|neurobiological factors|Listening, speaking, reading, and writing are |Developed the Miscue Analysis system for reading.| | |

|that enable humans to |all interconnected. | | | |

|acquire and produce | | | | |

|language. | | | | |

|Sociolinguistics | | | | |

|The study of society |Language Experience Approach |RG Stauffer |The Language-Experience Approach to the Teaching of |Teachers and students collaborate on s shared experiences of reading and writing |

|and the norms that |Learning is enhanced through social language |RV Allen |Reading 1970 |Morning message time |

|dictate how language is|interactions. |Responsible for Language experience approach | | |

|used and how it effects| | | | |

|society. | | | | |

| |Socio-Cultural Theory |Harvey Daniels |Literature Circles 1993 |Literature circles with jobs |

| |Knowledge is constructed based on social |Responsible for socio-cultural theory | | |

| |interaction and experience. Parents, | | | |

| |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 observing others. |Canadian Psychologist responsible for developing | |Modeling and observational learning such as DEAR |

| |Four stages of observational learning: |the Social Learning Theory in 1977. | | |

| |Attentional phase, retention phase, |Researched the effects aggressive cartoons had on| | |

| |reproduction phase, and reinforcement phase. |children’s behavior when playing. | | |

|Cognitive Psychology | | | | |

| |Metacognition |John Flavell |Metacognition and Cognition Monitoring: A New Area of |Teacher readers to use strategies in order to comprehend |

| |Thinking about ones thinking. Reading |Worked at Stanford University. Influenced by |Cognitive-Developmental Inquiry 1979 | |

| |strategies facilitates reading comprehension. |Piaget. Developed metacognition. | | |

| |Students create their own knowledge. Readers | | | |

| |apply fix-up strategies, summarize, visualize,|AL Brown |Metacognition Executive Control, Self-Regulation and | |

|The study of internal |use prior knowledge, connections, and |Responsible for contributions to metacognition. |Other More Mysterious Mechanisms 1987 | |

|mental processes. Deals|understand the purpose of reading. Goal is to | | | |

|with how people |make readers more aware of their thinking | | | |

|perceive remember and |during reading. Gradual release of | | | |

|think. |responsibility. | | | |

| |Theory of Cognitive Development |Jean Piaget |The Construction of Reality in the Child 1937 |Play and activity contribute to intellectual growth |

| |Describes the ways children’s thinking changes|Best known psychologist in history. Began his | | |

| |over time. Factors that affect growth: |work with children in order to understand issues | | |

| |biological, activity, social experiences, and |related to epistemology. Responsible for | | |

| |equilibration. Goes through four stages in |cognitive development. | | |

| |life to adulthood. Stages of cognitive | | | |

| |development: sensorimotor, preoperational, | | | |

| |concrete operational | | | |

| |Theory of Literacy Development |Don Holdaway |The Foundations of Literacy 1979 |Shared reading with big books |

| |Learning how to read thought of as a natural |Believed a rich home literacy environment | |Mini lessons using authentic books |

| |process. Begins at home by observing parents |promotes literacy. | | |

| |as they read. Parents should encourage reading|Classrooms should be print and literacy rich. | | |

| |in the home. As children’s reading efforts are|Believed classroom management should be | | |

| |reinforced, they will begin to read for real. |self-regulating and foster independence. | | |

| |Stage Models of Reading |U Firth, PB Gough |A Development Framework for Developmental Dyslexia |While reading is ongoing, continuous, and gradual understand the reading process in terms of stages to |

| |Focused on areas of word recognition. Children|Responsible for stages model of reading. |1986 |better plan to help the student |

| |go through stages of word identification |Developed the Gough’s bottom up model. Believed | | |

| |abilities. These stages allow the instructor |reading is a serial process. | | |

| |to have a sense of what the readers have | |Phases of Development in Learning to Read Words by | |

| |accomplished, where they are now, and where | |Sight 1995 | |

| |they are headed. | | | |

| |Stages: Visual cue reading, phonetic cue | | | |

| |reading, phonological cue reading. | | | |

| | | | | |

| |Information Processing Model |RC Atkinson, RM Shiffrin |Multi Store Model 1968 |Describe the unobservable |

| |A discussion of how information from the brain|Together, these psychologists developed the | |Gives framework for the mental networks and information structure |

| |is processed. |information processing model- a visual that helps| | |

| |It is the hope that information is processed |explain how information is stored in the brain. | | |

| |to the long-term memory in schema folders | | | |

| |after being held in the short-term memory. | | | |

| |Substrata-Factor Theory of Reading |Jack Holmes, 1953 |Getting to Know you 1968 |Created a testable hypothesis driven theory of reading ability |

| |Variables correlate to reading ability to |American psychologist responsible for sub-strata | | |

| |predict speed and power of reading. Cognitive |factor theory. | | |

| |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 comprehension |

| |Reading is a series of stages that start when |Developed the Gough’s bottom up model. Believed | | |

| |the eye captures the input of each letter |reading is a serial process. | | |

| |(bottom up). | | | |

| |Comprehension occurs when words are decoded | | | |

| |and language is comprehended. | | | |

| | | | | |

| |Interactive Model |DE Rummelhart |An Interactive Activation Model of Context Effects in |Give students many ways to attack a problem, sight, decoding, word families and context clues |

| |Reading is not a linear process. In order to |Believed reading is neither bottom up or top |Letter Perception 1977 |Bottom up and top down |

| |interpret what is read syntactic, semantic, |down, but interactive. Reading is not linear or | | |

| |orthographic, and lexical information must |sequential in matter. Developed interactive | | |

| |happen simultaneously. |model. | | |

| |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 Model |Keith Stanovich |Toward and Interactive Compensatory Model of |Gives students many ways to attack a problem sight , decoding, word families, and context clues |

| |Built upon interactive model. Text is |Canadian psychologist. Researches on the |Individual Differences in the Development of Reading | |

| |processed interactively and in a nonlinear |psychology of reading, language disabilities, and|Fluency 1980 | |

| |manner, but it is also compensatory. |the psychology of rational thought. Highly | | |

| |Compensatory means that if one processor isn’t|regarded for knowledge on reading disabilities. | | |

| |working, other processors will compensate for | | | |

| |it. | | | |

| |Verbal Efficiency Theory |CA Perfetti |Reading Ability 1985 |Sight words and automatic word identification is necessary for good comprehension |

| |Reading of printed text is related to the way |Research on reading processes. Currently a | | |

| |one hears it. How long it takes someone to |professor of psychology at the University of | | |

| |read an isolated word indicates how well one |Michigan. | | |

| |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 Model |Walter Kintsch |Text Comprehension Memory and Learning 1994 |Learners must first construct meaning and then integrate it |

| |Belief that reading occurs at several levels. |Believed reading occurs at several levels. Two | | |

| |Words, words and sentences, text integrated |primary processes of constructing information: | | |

| |with schema. |construction and integration phase. | | |

| |Phonological-Core Variable Difference Model |Keith Stanovich |Explaining the Differences Between the Dyslexic and |Early emphasis In phonological awareness in programs like Reading Recovery can offset the Matthew Effect |

| |Identifies difference between normal and |Determined that IQ was not a valid indicator of |the Garden-Variety Poor Reader: The Phonological-Core | |

| |dyslexic students. Determined by deficits in |dyslexia. Dyslexia determined by deficits in |Variable-Difference Model 1988 | |

| |phonological realm of cognitive functioning. |phonological realm of cognitive functioning. | | |

| | | | | |

| |Parallel Distributed Processing Model |Mark Seidenberg & McClelland |A Distributed Developmental Model of Word Recognition |Reading depends on automatic letter recognition, accurate phonemic processing, strong vocabulary, and the|

| |Reading success dependent on four things: |Developed Parallel distributed processing model. |and Naming 1989 |ability to construct meaning and the processes are interactive and compensatory |

| |automatic letter 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 Route and |Better readers have a greater grasp of rules that govern letter-sound relationships and rely on the |

| |Two ways to process text: words that already |Developed Dual Route Cascaded Model. |Parallel-Distributed Processing Approaches 1993 |lexical route more quickly passing informant from one route to the next |

| |known and another path for unknown words. | | | |

| |Double-Deficit Hypothesis |M Wolf & PG Bowers |The Double-Deficit Hypothesis for the Developmental |All learning disabilities do not stem from the same deficit |

| |Explains cause of reading disabilities. Three |Developed the Double Deficit Hypothesis. |Dyslexia 1999 |Interventions need to vary based on the learner |

| |categories: disabled students falling into | | |RAN and PA testing |

| |phonological deficit, naming speed deficit, or| | | |

| |both. | | | |

|Constructivism | | | | |

| |Inquiry Learning |John Dewey |The Child and the Curriculum 1902 |Emphasis on reasoning and decision making with a democratic interest in having an informed citizenry |

| |Student’s interests used to identify possible |founder of theory of inquiry learning. Opened | |Problem-based learning |

| |activities. Problem based learning. Social |experimental school in Chicago. | | |

|The study of knowledge.|collaboration is important. | | | |

|Belief that | | | | |

|interactions and | | | | |

|experiences generate | | | | |

|knowledge. | | | | |

| |Zone of Proximal Development |Lev Vygotsy |Thought and Language 1962 |Differentiated Instruction |

| |Knowledge is constructed as a result of social|Believed knowledge is constructed as a result of | | |

| |interaction. Zone of proximal development is |social interaction. Sign systems. Developed zone |Mind and Society: The Development of Higher | |

| |the ideal level of task difficulty required to|of proximal development and scaffolding. |Psychological Processes 1978 | |

| |optimize learning. | | | |

| |Critical Literacy Theory |Paulo Freire |Pedagogy of the Oppressed 1970 |Equal opportunity means equal education |

| |A political way to look at literacy education.|Found ways to educate the poor. | |Curriculum should include different perspectives |

| |Considers the political ways schools reinforce| | | |

| |inequalities. | | | |

| |Schema Theory |Frederic Bartlett |Remembering an Experimental and Social Study 1932 |Importance of central role of background knowledge |

| |Organize all knowledge into individualized |Schema theory | | |

| |schemas. Schema is different for everyone that| | | |

| |affects learning. Changeable. | | | |

|Literary Theory | | | | |

| |Reader Response Theory |Louise Rosenblatt |The Reader, The Text, The Poem, 1978 |Model the differences between expository and narrative text |

|The study and methods |Every reader brings his or her own individual |Responsible for reader response theory. | |Use think-alouds |

|of literature. |experiences to a text. Reading should be | | |Get students emotionally invested in text |

| |purposeful, either efferent or aesthetic. | | | |

| |Engagement Theory |John Guthrie, Allan Wigfield |Children’s Motivation for Reading: Domain Specificity |Use concept-oriented reading instruction |

| |Explores the differences between engaged and |Developed engagement theory. |and Instructional Influences, 2004 |Engaged reading can overcome barriers from socioeconomics |

| |disengaged learners and how to intrinsically | | |Teach metacognition strategies |

| |motivate them. | | | |

Candidate: Rachel Covarrubias

Theories organizer

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