Constructivism

1. Graphophonic (visual patterns of words and their sounds

2. Constructivist ~ Active, internal cognitive engagement as central to the reading process.

3. (Tracy, Morrow, 2006) Recognizes the centrality of internal, nonabsorbable events to learning and knowledge construction (p. 56)

4. Reader Responses

4.1. Efferent (fact oriented) and Aesthetic (Personal and emotionally based)

5. (Tracy, Morrow, 2006) Reading a natural process that children acquire if immersed in a high quality literacy environment and exposed to meaningful authentic literacy experiences in high quality literature (pp. 59 - 60)

6. Transactional/Reader Response Theory

6.1. Constructivist ~Emphasis active role of reader making meaning

6.2. Connections ~ Text to self, text to text and text to world.

6.3. Post reading activities. Literary responses groups, reader's theater, story telling, dioramas, ..etc..

7. Psycholinguistic Theory

7.1. Study of the links between psychology and language

7.2. Cueing system (used to make predictions about test based on knowledge. ~ Make an Hypothesis ~ Predict what text will say

7.2.1. Syntactic (grammar)

7.2.2. Semantic (meaning)

7.3. Active participants in the reading process

7.4. Running records, guided reading lessons

8. Whole Language Theory

8.1. Listening, speaking, reading, writing, are all interconnected

8.2. Thematic instruction

9. Metacognition Theory

9.1. Comprehension strategies

9.1.1. "Fix up" strategies, goal setting, self questioning, summarization, visualization, purpose of reading, over viewing the text, reading selectively, making associations to ideas, revising prior knowledge

10. Engagement Theory

10.1. Use elements of the metacognition theory strategies. (Tracy, Morrow, 2006) Emphasizing motivational, conceptual, social aspects of learning (p. 65).

10.2. Concept -oriented Reading Instruction

10.3. 1. Use of themes 2. student choice 3. hands on activities 4. wide variety of text genres 5. Integration of social collaboration with reading responses.

11. Allison Smoker (RR 2)

12. Collaborative and cooperative learning

13. accretation, tuning, restructuring

14. Inquiry Learning

14.1. Problem solving based learning aproach

14.2. Constructivist ~ (Tracy, Morrow, 2006) Active construction of knowledge by individuals. Internal, not necessarily observable (p. 50). Hypothesis testing and inferencing.

15. Schema Theory

15.1. How knowledge is created and used by learners

15.2. Pliant and expandable

15.3. Constantly changing. actively learning, constructing and reconstructing schemas

15.4. brain storming/webbing, before reading activities to activated schema on a topic

16. 3 processes

16.1. Hypothesis Testing

16.2. Inferencing

16.3. Unobservable (learning through internal mechanisms