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Pestalozzi did not believe children could learn to read entirely on their own and felt it was necessary to have informal instruction to create conditions in which the reading process grew.
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Rosseau believed that a child's early education should be natural, through their curiosity and he believed that formal instruction could hinder their natural development so there should be little adult intervention.
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Froebel believed in Natural Learning and followed Pestalozzi's ideas by providing plans for instructing young children, but he stressed the importance of play in learning. He supported the use of objects and materials rear help teach color, size, shape, measurement, and comparison. Froebel also coined the term 'kindergarten' which translates to 'children's garden' with the idea that, like seeds, children grow when they are taken care of and guided.
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There was an idea that maturation is the most important factor in learning to read. Reading Readiness was a way for educators to, instead of waiting on maturation to occur naturally, nurure that maturation and identify skills such as
1. Auditory Discrimination
2. Visual Discrimination
3. Visual Motor Skills
4. Large Motor Skills -
Researchers investigating early childhood literacy brought about many changes in practice after research was performed in homes and classrooms across diverse cultural and socioeconomic settings.
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Maria Montessori believed in an early, orderly, and systematic training for children to master skills with manipulative materials that enabled children to use all 5 senses to learn.
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Dewey's philosophy included a child-centered curriculum and was based on the idea that kids learn through play in real life settings. Socialization and integrated content areas were important aspects of Progressive Education.
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Idea that to acquire literacy skills, children need models to emulate and create their own forms of reading, writing, and speaking.
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Cognitive Development was an idea that children acquire knowledge by interacting with the world in natural, problem-solving situations and that there were four main stages of cognitive development that outlined the intellectual abilities of children at certain ages.
1. Sensorimotor (0-2)
2. Pre-Operational (2-7)
3. Concrete Operational (7-11)
$. Formal Operational (11-adult) -
Literacy learning is child-centered and designed to be meaningful, relevant, and functional. Literacy Activities need to be integrated into other subjects and skills taught when they seem appropriate. Later criticized after a lack of effectiveness because teachers often thought 'whole language' meant they must teach the whole class the same way.
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Vygotsky's theory was that learning occurs when children acquired new concepts which are considered schema- mental structures where information is stored and later retrievable through scaffolding.
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Return to the focus on sounds that make up words, phonemic and phonological awareness strengthens reading development.
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No single method thus far can teach ALL children to read. Take the best practices and focus on students social, emotional, physical, and intellectual status to determine which methods of literacy instruction will be most successful.
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Highlights the importance of phonemic awareness (individual sounds are in words), phonics (sound-symbol relationships), vocabulary (learning the meaning of the word to understand what is read) comprehension (ability to understand what is read) and fluency (reading with expression and appropriate speed) in literacy and the process of successfully learning to read.
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AN act that awarded reading first grants from the federal government.
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Set of standards, commonly mistaken as a curriculum/method when in reality it is a set of objectives that students must learn over the course of a school year; many states have written their own.
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Act 284; created to address literacy performance is South Carolina including a support, assessment, and intervention system for South Carolina Students with a goal of reading proficiency by the end of third grade.
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