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Similar to emergent literacy Supports natural and meaningful approaches to teach children how to read Equal emphasis placed upon reading, writing, listening, and oral language
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Progressive Education Curriculum should not be the same for every child, it should come from their interest
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Sense and Systems Materials were used to allow the children to pursue their interest Believed in giving children 3 hours to engage in their activities
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Schema Acquisition
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Cognitive Development Thought that children have different capabilities at different stages
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Auditory Discrimination Visual Discrimination Visual Motor Skills Large Motor Skills
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Different methods were being investigated to understand and progress how children learned and how to teach them to read and write
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Belief that children need early exposure to order and systematic training to obtain and master skills Use of all 5 senses
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A belief that curriculum should be built upon the interest of children and learning should take place through play
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First used by Marie Clay Believes that children learn to read, write, and speak in their own form before coming to school
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A description of intellectual capabilities of children at different ages Believe knowledge comes from interacting with the world
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Suggest that learning occurs with the acquiring of new concepts Children are given feedback Zone of Proximal Development- when a child can do some of a task
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Test scores showed that that students may have not been getting their literacy needs met Teaching of phonics (sound symbol relationship) More small group reading than whole class
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Took off in the 1990's No single method can teach all children how to read Must take the whole child into consideration. Emotions, physical, etc.
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Teaching children how to reading takes more than just one method Reading, writing, listening, speaking, spelling, and viewing Now called International Literacy Association
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Phonemic awareness Vocabulary Fluency
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Funded with Federal money Reading First Grant No longer is used
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Knowing the alphabet, sounds of letters, and how to write them Write name Concepts about Print Produce or comprehend spoken language
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Can vary from state to state Not a curriculum or method
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Act 284 South Carolina based Aim to make students proficient readers by the end of 3rd grade Assure students of SC graduate on time with the proper literacy skills
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Dow, R. S., & Baer, G. T. (2012). Self-paced phonics: A text for educators, 5th ed. Pearson.
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