https://docs.google.com/presentation/d/1yYMAoGtF6WY-ExBva3r5iwZm2XSJyPabpbp7z_ULIT0/edit#slide=id.gbb8120d1_136
Study Guide
What? So
What? Now What?
The study
guide we did (attached here) should be mostly helpful for Part II. The first
box where you all wrote about the concept should be helpful for Part I. Part I
has a few matching questions (literally just matching the terms to the
definition) and a few short answer where you are asked to describe/explain the
terms.
Part 1 will
be the matching & short answer where you should be able to briefly define
each concept.
Part 2 has 3 essay questions which you should be able to mostly answer at this point (we will do a little more with Essay question 3 in a few weeks although we have discussed this with people's issue conversations and the Krashen reading about Sustained Silent Reading in the 1st on-line class). Each essay will likely end up being around 2 - 4 double spaced pages (Essay #2 tends to be 2 - 4 pages and Essay # 1 & 3 tend to be 1 - 2 pages).
Part 2 has 3 essay questions which you should be able to mostly answer at this point (we will do a little more with Essay question 3 in a few weeks although we have discussed this with people's issue conversations and the Krashen reading about Sustained Silent Reading in the 1st on-line class). Each essay will likely end up being around 2 - 4 double spaced pages (Essay #2 tends to be 2 - 4 pages and Essay # 1 & 3 tend to be 1 - 2 pages).
1. Schema
Theory is a theory that describes how humans store and access knowledge, or another
way of stating it, a theory that describes how memory works. We organize what
we know into different categorized “filling cabinets.” When we see a cat we
related it to other cats that we have seen, and our experiences with those
cats. Schema Theory is related to Piaget’s ideas on assimilation and
accommodation. When we assimilate new information we store it in our existing
schema, when we accommodate new information we change our schema. [R1]
Schema also explains why different
people interpret things differently and why sometimes we have no relationship
with information whatsoever. Once we have schema it can also operate as
background knowledge. Schema also is a constructivist model, focuses on what
students know and what their cultural knowledge is, how it will help them to
understand what is being taught. It correlated with Rosenblatt as it suggested
that there is ambiguity where the meaning of a text resides—in the mind of
reach reader or in the text. [R2]
¡ A
very important move (p. 31):
¡ From
asking: What is it that they do not know? And how can I get
that into their heads?
¡ To
asking: What is it that my children already know? And how
can I use that to help them deal with these new ideas that I would like them to
know?
¡ Promoted
constructivist view of reading (i.e. readers had to use existing knowledge to
construct understanding of text)
(Theorists) Piaget and Frederic
Bartlett
¡ Schema
Theory
¡ Existing
frameworks & chunks of information used to make sense of new information
¡ Existing
schemata is modified to make sense of new information
Schema Theory suggests that background
knowledge should be activated or created. This can be done before reading,
during reading, and after reading. It also suggests that a reader’s
interpretation is to be respected as long as it can be supported by the text and
explained. [R3]
2. Zone
of Proximal Development (ZPD)”The gap between the child’s level of actual
development determined by independent problem solving and her level of
potential development determined by problem solving and her level of potential development
determined by problem solving determined by an adult or through collaboration
with more capable peers” (168) The zone between what a child can do by
themselves and what they can do with help from an adult or a peer. It is the
basis of scaffolding. Scaffolding is done addressing the needs of a learner and
can be as little or as much as needed. This enables learners go from their
independent learning level to their potential learning, making their old
potential level their new independent level. [R4]
Lev
Vygotsky [R5]
The I do, we do, and you do is
applied here, as well as small group
poetry discussions and written interpretations.
3. Transactional
Theory of Reading (Rosenblatt)
The text is seen as a “work” and does not have meaning in
itself until the reader gives it meaning. The interpretation of a text is
subjective and is similar to Impressionism.
As readers read they interact with
the text or the reader is part of the meaning of the text. This interaction
makes reading a constructivist activity. The reader is part creator of the
meaning that the text makes-not separate from it. Texts are just not words on a
page that have meaning independently, (although the writer wrote with a meaning
in mind) by is part of the experience of creating meaning because the reader is
part of the meaning of the words because they are experiencing it.
Transactional Theory of Reading is
also a constructivist model. Language or text does not have meaning until it is
given meaning. (This is in agreement with Schema Theory.) It empowers the
reader and places them in the driver’s seat and stresses the importance of
active reading.
Also, the purpose for reading must
be addressed by knowing the stance of the reader is it an aesthetic or efferent
stance. How meaning is created
Its application suggests that
background knowledge should be activated or created. This can be done by
accessing the learner’s schema or background knowledge and/or creating
background knowledge. It also suggests
that a reader’s interpretation is to be respected as long as it can be
supported by the text and explained. Creating meaning can be done individually
or collectively. Creating an atmosphere where students feel safe to state their
views is also essential.
Transactional Theory is a
constructionist theory and learning should be active. Learning can be
accomplished through class or group discussions, annotating, post-its,
think-marks, and written responses. Views should be supported by text and an
explanation which in turn will encourage rereading, monitoring comprehension,
and fix it strategies.
4. Funds
of Knowledge are the historically accumulated and culturally developed bodies
of knowledge and skills essential for household or individual functioning and
well-being. It is the dominant culture
looking into the minority cultures that are in the school and valuing the
different kinds of knowledge and skills there and using those funds in the
teaching and bridging of cultures. (272)
The knowledge found within a
community, family, and or culture of the students need to be acknowledged and
used to teach traditional skills found in mainstream schools. Funds of Knowledge
is a means of placing learning into the culture of the student. By
acknowledging the student’s culture, showing it respect, it is acknowledging the
student and their community. It adds incentive by using the student’s strengths
in a positive manor.
To be able to use a student’s fund
of knowledge one has to know what those funds are. Establishing a personal
relationship with students is the first step, this way one knows what those
funds are. Establishing relationships with the school’s families is also
important so they may be used as a resource. Choosing literature for students
to read that is from the student’s culture, using the student’s language,
assigning writing that relates to the student’s life and culture so it is
relevant to the student.
5. The
four Language Cueing System are phonological (graphophoemic), syntactic,
semantic, and pragmatic. The phonological system is letter to sound, the
syntactic system is the structure of language, the semantic system is the use
of language.
The Language Cueing System can be
used to analyze a reader’s miscues. Miscues are analyzed into the above
categories to see where the student’s needs are—syntactic, semantic, or
phonological.
The most persistent miscues in my
classes are those of comprehension. Providing needed vocabulary that can be
accessed while reading is one strategy to address the semantic cueing system or
having the student define the word using context. Students also need to get
into the habit of stopping, thinking, and responding Does their interpretation
match with what they are reading? Do they need to go back and reread? What
other possibilities of meaning are there? Miscues are opportunities that
illustrate where a student needs instruction.
¡ Syntactic
Cues
¡ Structure
of language (Grammar)
¡ Does
what was read sound right? Would they say it that way?
¡ “We
wented to the store.” (went)
¡ Semantic
Cues
¡ Meaning
of language
¡ Does
what was read make sense?
¡ “We
went to the shore.” (store)
¡ Grapho-Phonemic
Cues
¡ Visual
Cues: translation of graphemes to phonemes
¡ What
clues do the letters provide?
¡ “We
went to the shop.” (store)
6. Psycholinguistics
is the study of the psychology of language and the mental faculties involved in
perception, production, and acquisition of language.
Practitioners of Psycholinguist
wanted to know what teaching reading would look like through their lens. As
language is constructed by its user so is reading. Readers use the 3 cueing
systems and their background knowledge to construct knowledge. Reading is an
active process. It is not simply just pronouncing the words on a page, but
constructing meaning from the interplay of words and what the reader has
experienced and knows. Reading involves using the Goodman’s cueing system of
phonological system letter to sound graphophomemic, syntactic, and semantic.
Goodman likened reading to a psycholinguistic guessing game.
• Psychology
of Language
• Study
of the mental faculties involved in the perception, production, and acquisition
of language (from Merriam Webster)
• Ken
Goodman (1967): Reading: A Psycholinguistic Guessing Game
• the
3 cueing systems
¡ Frank
Smith (1971): Understanding Reading
¡ Reading
as a constructive meaning making-process using background knowledge
¡ One
learned to read by reading!
In the classroom the cueing system
and theory that reading and meaning are constructed by the reader informs
instruction by identifying the miscue and directing the reader to self correct
by using what the reader already knows.
7. Sociolinguistics
·
Study of linguistic behavior as
determined by sociocultural factors (i.e. age, sex, education, race, social
class, occupation)
·
Dialects are differences not deficits
(p. 31)
·
Reading occurs in a context
·
Reading ability related to being able to
use language to participate in society
8.
Scientifically
Based Reading Research
a.
Emphasis
on Scientifically Based Reading Research (SBRR)
i.
National
Reading Panel (2000)
ii.
Emphasis
on standardized testing
b.
Today’s
conventional wisdom of reading instruction . . . ?
i.
Skills
centered (phonics)? (PDP’s 1st alternative)
ii.
Balanced
Literacy? (PDP’s 2nd alternative)
Scientifically
based research—according to No Child Left Behind
v
uses
empirical methods that draw on observation or experiment
v
involves
rigorous data analyses that are adequate to test the stated hypotheses and
justify conclusions
v
Rely on measurements or observational methods that
provide valid data across evaluators and observers, and across multiple
measurements and observations
v
Be
accepted by a peer-reviewed journal or approved by a panel of independent
experts of independent experts through a comparatively rigorous, objective, and
scientific review
Evidence
Based Reading Instruction According to the International Reading Association
(see: http://www.reading.org/General/AboutIRA/PositionStatements/EvidencedBasedPosition.aspx)
v
“To be
described as “evidence based,” an instructional program or collection of
practices should have been tested and shown to have a record of success. That
is, reliable, trustworthy, and valid evidence indicates that when that program
or set of practices is used, children can be expected to make adequate gains in
reading achievement. “Research-based instruction” is sometimes used to convey
the same meaning” (IRA, 2002)
9.
Assessment:
Formative, Summative, Norm-referenced, Criterion-Referenced
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