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Reference
Reference Tracey, D., & Morrow, L. (2012). lenses on Reading: An Introduction to Theories and Models (2nd ed). New York, New York: Guilford Press. Pictures taken from Google Images -
Literacy Theories
In the early 1900's teachers avoided reading instruction, but did follow the Unfoldment Theory. The Unfoldment Theory was based on the teachings of Pestalozzi and Froebel, which "advocated cultivating feeling and passion through the development of a natural unfolding of personal interest" (p.24). -
Connectionism Theory
Edward Thorndike introduces Connectionism Theory. Connectionism concentrated on the effects of varying stimuli that occurs after a behavior instead of before a behavior is completed. -
Behaviorism is Launched
In response to the theory of Mentalism John B. Watson released a publication called "Psychology as a Behaviorist Views It." The release of this publication launched the behaviorist movement, which became the dominant perspective on education and psychology for 50 years. -
Classical Conditioning
Pavlov creates Classical Conditioning Theory as a result of research conducted through the study of his dogs and their response to stimuli. -
Literacy Theory: Maturation
Maturation Theory created by Morphett and Washburne encouraged the delay of reading instruction until the child could successfully complete reading task. The suggested developmental age was 61/2 years old. (p.94) -
Thorndike's Human Learning
Thorndike releases the "Human Learning" publication giving more guidance on his theory of Connectionism with indepth information about The Law of Readiness, The Law of Identical Elements, and The Law of Exercise. -
Schema Theory
The Schema Theory was introduced by Frederic Bartlett in 1932. Schema Theory "strives to explain how knowledge is created and used by learners. Additionally, it focuses on how schema, or knowledge structures are individualized, pliant, and expandable (p.62). -
Operant Conditioning Theory
Burrhus Frederic Skinner introduces Operant Conditioning Theory or "programmed learning." This theory assist educators with breaking down instruction into small successive steps to maximize student success. -
Inquiry Learning
John Dewey (1859-1952) developed the Inquiry Learning Theory, which is still used as a key element in the education system (p.59).
Inquiry Learning "was based on the Unfoldment Theory" and emphasizes the "growth of the individual, the importance of the environment, and the role of the teacher in students' learning" (p.59). -
Direct Instruction
Siegfried Engelman introduces Direct Instruction. Direct Instruction focused on specific concepts - phonics, vocabulary, comprehension skills, and information to help students strengthen these skills. -
Literacy Theory: Emergent
Stage Model theorist focused on the word recognition dimension of reading; however, to understand reading development beyond word recognition theorist and researchers created Emergent Literacy Theory. This theory explains how children's development in the areas of listening, speaking, reading, and writing are all interrelated (p.99). -
Psycholinguistic & Whole Learning Theory
The core of the psycholinguistic theory introduced by Goodman in 1967, and Smith in 1971 concentrated on "the assumption that reading is primarily a language process" (p.68). -
Literacy Theory: Cognitive Development
Piaget classified as a constructivist and developmental theorist created The Theory of Cognitive Development describing how the quality of children's thinking changes over time (p.91). -
Cognitive Processing: Gough's Model
Gough's information processing perpective describes how the processing, storage, and retrieval of knowledge from the mind occurs. This perspective was viewed as a "bottom up" theory, meaning the the sequence of processing information begins with new or incoming data to higher levels of encoding. -
Metacognition Theory
Metacognitive Theory allowed constructivist to understand reading comprehension in learners, and how to use strategies in the classroom to assist with developing reading abilities. -
Interactive & Interactive Compensatory
Rumelhart introduced a non-linear model of reading with the Interactive and Interactibe Compensatory Model. Despite agreeing that reading is initiated by visual text input, contrast to "bottom-up" models he showed that when reading "there are many times in which higher level processing assist in lower level functions" (p.160). -
Transactional Reader Response
Transactional Reader Response introduced by Louise Rosenblatt provided an understanding of reading experiences being unique to the reader.This theory added to the theory of Schema, which explained that knowledge structures were individualized. The theory also explained how the reading experience is affected by two different responses - Efferent: fact oriented, Aesthetic: personal and emotionally based responses (p.66). -
Social Constructivism
Lev Vygotsky created Social Constructivism, which surrounded the belief that "children learn as a result of their social interactions with others (p.127). Additionally, he believed that children learn about language from the people they are around and interact with. -
Literacy Theory: Holdaway
Holdaway's Theory of Literacy Development is viewed as a natural development occurance, which begins in the home when children first see their parents read and have stories read to them (p.95). -
Socio-Cultural Theory
Socio-Cultural Theory emphasizes the roles of social, cultural, and historical factors in the human experience (Tracey & Morrow, 2012). When applied to reading theorist understand that literacy is developed when educators understand the social, cultural, and historical contexts of a child's growth. When this is understood educators are properly equipped to build on existing knowledge in a social environment (i.e.,classroom, group time, silent reading). -
Lebarge & Samuel
Lebarge and Samuel's Automatic Information Processing Model introduced detailed stages of the importance of memory when processing information. This model was the most frequently used reading model because it explained the five stages of how memory and comprehension in beginner and fluent readers is developed. -
Phonological Core Variable
Stanovich's Phonologocal Core Variable Model shed light on phonological capabilities, which is "an individuals awareness and ability to hear and manipulate sounds within a word" (p.165). This model is significant because it allowed theorist and educators to understand, and pinpoint learning disabilities, namely dyslexia. -
Literacy Theory: Family
The theory of Family Literacy was initially proposed by Denny Taylor in 1983. Her initial research, which focused on a child's reading development beginning in the home, and how it is used in their community; encouraged other researchers of like minds to expand the definition of Family Literacy Theory and help educators understand the relatonship between a childs' home life and their academic success. -
Literacy Theory: Stage Model Theorist
Stage Model theorist have ranged from Chall (1983), Frith (1985), Ehri (1991), and Griffith (1992). Despite the difference in reading stages names among the theorist the common belief among them is connected to understanding how reading develops in stages. The Stage Model Theory explains that as children's reading skills develop, they increase the number and types of strategies they can use during their reading experiences (p.97). Stages: Pre, Partial, Full, and Consolidated Alphabetic Stages -
Sociolinguistics
Rooted in anthropology, linguistics, and literary analysist Sociolinguistic theorist explain how a childs oral foundation, usually beginning in the home, allows learners to become successful readers. According to Tracey and Morrow (2012) "oral knowledge provides children with an intuitive understanding of the structure of languge" (p.119). -
Sociolinguistic Theory
Rooted in anthropology, linguistics, and literary analysist Sociolinguistic theorist explain how a childs oral foundation, usually beginning in the home, allows learners to become successful readers. According to Tracey and Morrow (2012) "oral knowledge provides children with an intuitive understanding of the structure of languge" (p.119). -
Dual-Route Cascaded Model
Colthert introduced the Dual-Route Cascaded Model after publishing a reasearch article that contrasted the Parallel Distributed Processing Model, showing the primary difference is in the way a word is identified, conceptualized, and handled during the reading process. -
Third Space Theory
Third Space Theory developed by Soja in 1996 explains that literacy thrives between the space of an individuals personal knowledge through influence with family, friends, and home - and work, school, and religious environments. Learning is enhanced when educators build on the foundation of a students first space (home) and second space (infuences outside the home) - third space (school). -
Double Deficit Hypothesis
In 1999 Wolf and Bowers introduced the Double Deficit Hypothesis Model. The previous research that shed light on understanding learning disabilities allowed them to pinpoint three categories of what causes reading disabilities -1. Phonological Deficit 2. Naming Speed Deficit 3. Phonological & Naming Speed Deficits. -
Engagement Theory
Guthrie used the Engagement Theory to "articulate the difference between engaged, and disengaged readers" (p.75). -
Social Learning Theory
Albert Bandura developed the Social Learning Theory, which defines social learning through observing the actions of others, including their failures and success. This form of learning observation allows children, beginning in the home, to gain a desire to read because books are being read by parents - solo, or to them. -
Critical Literacy Theory
When attempting to understand the political aspects of education, theorist/educators will employ the Critical Literacy Theory created by Freire in 1970. This theory highlights how education will give power to, or take power away from children and why "educators must investigate the ways in which literacy education has been used to "solidify the social hierarchy, empower elites and ensure that people lower on the hierarchy accept what is not in their best interest (p. 134).
