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The task consists of studying and taking a stand on the main theories of teaching to read and write and their scientific bases.
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Introduction:
<table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td style="height:34px; width:643px"> <br /> In this task, you will study the principal theories of teaching to read and write and of literacy, and their implications for teaching and learning. Over the years, many theories have been proposed as our knowledge of the psychological and social development of humans has expanded.<br /> <br /> Among the main theories are found Morphett and Washburne’s maturation theory, Freire’s socio-cultural theory, Piaget's theory of cognitive development, Vygotsky’s theory of social interaction, Holdaway’s theory of literacy development, the theory of models of reading in stages by Chall, Frith, Ehri, Gough, Juel, and Griffith, Taylor’s theory of family literacy, and Morrow’s theory of emergent literacy.<br /> <br /> Maturation theory, proposed by Morphett and Washburne in 1931, claims that children should only be taught to read when they are ready, that is, when they have matured sufficiently. The ideal age would be 6 and half years. This theory had a great deal of impact on the teaching of reading and writing in the 1950’s, but it was proven to be incorrect and inefficient. The idea of maturation still has an impact, but there isn’t a specific age which is considered to be ideal for initiating the development of reading and writing and literacy.<br /> <br /> Freire’s socio-cultural theory of 1963 considers interaction, but places an emphasis on the subject as the developer and creator of knowledge. According to this theory, Man only exists within a historical context, and all educational activities should promote the development of the individual. The relationship between the teacher and student must never be imposed, and both learn as a result of the interaction. The instructor should be concerned with the student and not only the material to be taught. There must be a dialogue, cooperation, and organization.<br /> <br /> Freire questioned the traditional methods of teaching reading and writing, considering them meaningless. According to this author, illiteracy is a condition imposed by the elites to keep people in a state of ignorance and thus exercise control over them. Freire affirmed that reading also includes means of interpreting, questioning, critiquing, and inferring, that is, the comprehension of the text occurs by means of a critical reading, in which the relationship that exists between the text and the context is perceived, and in which the critical reader is not only a decipherer of signs, but also acts as a subject of the reading process.<br /> <br /> Piaget's genetic epistemology is a constructivist theory with an interactive character, which understands thinking and intelligence as cognitive processes which are based in a biological organism. It is through genetic inheritance that the individual constructs the evolution of his or her intelligence, along with the maturity and biological growth of the person who, through interaction with the environment also develops his or her basic subsistence capacities: adaptation and organization.<br /> The theory of cognitive development formulated by Piaget in 1969 is one of the theories used by literacy educators to understand the learning stages that children go through, and their relationship with reading, writing, and literacy.<br /> <br /> Piaget described four stages of cognitive development: the sensory-motor stage, which lasts from birth until 2 years, the pre-operative stage, which lasts from ages 2 to 7, the concrete operations stage, which lasts from ages 7 to 11, and the formal operations stage, which lasts from age 11 to age 16. Thought is influenced by the biological maturation of the person, the activities that he or she participates in, the social experiences that he or she has and the balance that he or she achieves in life. Piaget had a profound influence on education. He claimed that children can only learn what they are prepared to assimilate. The teachers must facilitate the students’ process of discovery.<br /> <br /> The theory of social interaction was developed by Vygotsky in 1934, but was only fully explored in the 1970’s, that is, after Piaget’s theory, and was the basis of much further research and the creation of the theory of social development. Vygotsky emphasized the role of social interaction in the development of cognition. Thus, the community plays a central role in the process of the construction of meanings. Learning is the result of the interaction of the learner with the environment through his or her experience, which is shared in a historical moment and with specific cultural determinants.<br /> <br /> Contrary to Piaget, who claimed that the development of the child had to occur before learning could take place, Vygotsky claimed that learning is a necessary and universal aspect of the culturally organized development process, and a specifically human psychological function. Thus, social learning tended to precede development. Knowledge is a process of interaction between the subject and the environment, that is to say the social and cultural environment. For example, for social constructivism, a basic principle is the understanding of learning not as a transference of neutral and linear knowledge, but as a dynamic process of (re)construction and (re)adjustment of concepts which is mediated by the interlocutors (instructor, parents, and colleagues, for example) and also by the language.<br /> <br /> According to the theory of literacy development elaborated by Holdaway in 1979, learning to read is a natural development which is intimately linked with the natural development of the ability to use spoken language. There are three four key components of this theory: observation, collaboration, practice, and performance. Through observation, the child has the opportunity to observe literacy behaviors of other people, for example, the child's father or mother who reads him or her story.<br /> <br /> Through collaboration, the child has to interact with others in order to receive encouragement and assistance with the reading process. Through practice, the child must have the opportunity to practice alone in order to self-assess, make corrections, and increase his or her skills in an independent manner. Through performance, the child must have the opportunity to share his or her new reading skills with the people who support his or her learning process. For Holdaway, although reading and writing involve the decontextualization and abstraction of linguistic interactions, it must be linked with strong community contexts and guided by social satisfactions, for example by spoken language.<br /> <br /> The theory of models of reading in stages by Chall, Frith, Ehri, Gough, Juel, and Griffith, which is developed between 1983 and 1992, states that the reading strategies used at one stage remain available to a reader as he or she incorporates more elaborate skills in later strategies. As his or her reading skills develop, the child increases the number of strategies used during reading. Four stages of word identification are considered: the pre-literacy stage, which is by visual identification, without the association with a sound, the partial literacy stage, in which the child knows some of the letters, the complete literacy stage, and the consolidated literacy stage.<br /> <br /> The theory of family literacy developed by Taylor in 1983 refers to a set of ideas that researchers share, including the creation and implementation of programs to assist in developing the reading and writing and literacy skills of family members, the relationship between family literacy and student performance, and the ways in which reading and writing and literacy skills are normally used in the home. This theory emphasized the importance of family involvement to the student's success in school.<br /> <br /> Morrow’s theory of emergent literacy, developed between 2001and 2012, explains the early development of literacy and provides educators with guidance for promoting literacy in small children. It is called “emergent literacy” because it refers to the period between birth and the age at which the child learns to read and write at a conventional level. According to this theory, the child's development in the areas of oral comprehension, reading, and writing are interrelated. Thus, a development in one area for literacy development will have a positive effect on the other areas. Thus, the development of literacy begins at birth and is continuous. For this reason, having a family environment in which there is a lot of contact with written media influences the development of literacy in the child.<br /> </td> </tr> </tbody> </table>
Directive:
<div style="margin-left: 40px;">1. Read the attached files, and take notes on what you consider to be important.<br /> <br /> 2. Write about the most important aspects of each of the eight theories listed in the<br /> first paragraph of the introduction in your own words.<br /> <br /> 3. Now that you know about some of the theories of teaching to read and write and of<br /> literacy, has your perspective on this topic changed? Explain why (or why not).<br /> <br /> 4. Remembering your own experience (as a student and/or teacher), what aspects of<br /> the different theories do you think should be applied to the teaching of reading and<br /> writing and literacy in your country, but are still not used? Explain why.<br /> <br /> 5. Describe your position in relationship to the school manuals. If they offer a mechanical<br /> and repetitive type of learning, what can be done?<br /> <br /> 6. Send what you have written to your tutor to receive feedback.</div> <br /> <br /> FILES: <div style="margin-left: 40px;"><br /> F1. Humanistioc edycation 2013 ACADEMY PUBLISHER Manufactured in Finland. by<br /> Mohammad Khatib Allameh Tabatabaie University, Iran, Saeid Najafi Sarem<br /> (Corresponding author) Department of English, Science and Research Branch,<br /> Islamic Azad University, Tehran, Iran<br /> <br /> F2. Development of Sight Word Reading: Phases and Findings, by Linnea C. Ehri, and<br /> context free reading by Stanovich, 1980<br /> <br /> F3. Emergent Literacy: Synthesis of the Research, was prepared by the National Center<br /> to Improve the Tools of Educators, funded by the U. S. Office of Special Education<br /> Programs. by Barbara K. Gunn, Deborah C. Simmons, Edward J. Kameenui,<br /> University of Oregon.<br /> <br /> F4. The Paulo Freire Literacy Method: A Critical Evaluation, John L. Elias, 1975<br /> <br /> F5. Primary English Teaching Association, TITLE: Big Books Revisited: An Interview<br /> with Don Holdaway. PEN 86.AUTHOR Nicoll-Hatton, Vivienne.<br /> <br /> F6. The Qualities of Effective Literacy Teachers: The Dynamics of Effective Teachers’<br /> Beliefs, Their Practices and Students’ Responses. by Meral Kaya1.<br /> <br /> F7. Teaching Literacy: From Theory to Practice Book, by Hugo Kerr, ‎1995,<br /> <br /> F8. ENG 556 Theories of Literacy Fall 2016, Instructor - Peter Goggin<br /> <br /> F9. Vygotsky Theory on Social Interaction and its Influence on the Development of<br /> Pre-School Children, Dr. Marta Topçiu, 2015,<br /> <br /> F10. Review of the Literature on Family Literacy, Lynda Homer, 2008<br /> <br /> </div> <br /> <br />
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