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it was determined that children at the age of 6 years and 6 months old were developmentally ready for reading. Maturation was also deemed to be the biggest indicator towards reading readiness. Reading readiness became the growth of children's maturation for reading instead of waiting for them to mature.
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Research was conducting in order to understand the cognitive development of children. These studies were done in setting's such as classrooms and home. This research led teachers and educators to understand the development of children's reading level's and their cognitive development.
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Views learning as an active process by which children construct knowledge by problem solving, guessing and approximating. Explicit instruction were views of learning as a teacher directed-activity with emphasis on teaching a task and the specific steps to master it.
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Mainly based of senses and system. He used all the senses to explore new task's and have the children model that to him. It is more focused on being hands on rather than what the children's curiosity is.
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He mainly focused on the real life settings and child centered curriculum. His main idea consisted of building children's interest through themes: real life settings and learning is maximized through integration
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Positions statemnets is something to tell teacher's that one method is not the answer which means that there is many things that a teacher needs to know in order to come up with combination of method's to be able to fully reach the student. This way the student is being taught the most efficient way.
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Piaget's main theory is cognitive development: sensory motor, pre-operational, concrete operational and formal operations. His curriculum consists of 5 main points: language development, classifying: sorting and matching, seriating: putting objects in order, representing in different modalities: learning about something in many different ways, spatial relations: putting together, reshaping, taking apart or seeing from different perspectives
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Whole-Language instruction considers the child, meaning what a child learns is related to their real life experiences in and out of the classroom. Literacy activities are connected to content based experiences. Letting the child have some freedom in what they learn sticks more sometimes (for example letting them pick what they read).
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Vygotsky's theory suggest that new concepts are made when children interact with other learning occurs as children acquire new concepts. Schema is described as new concepts, mental storage of information. The zone of proximal development- when a child can do some of the task but not all.
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Whole language instruction was under scrutiny due to children’s test scores showing their lack of literacy skills. This was caused by many educators misunderstanding the ideology and teaching students as a whole rather than in smaller groups. Explicit Instruction and phonics or sound-symbol relationships because of this, those concerned in education began embracing phonics-heavy instruction. It was noted that children needed to understand Phonological/Phonemic awareness.