Constructivist model and views on reading

The Constructivist Model

Views on Reading

From these learning theories, concrete teaching models have evolved and have been continuously modified to meet the needs of emergent learners and to develop their literacy skills.

Literacy of 20th Century

Has paved the way new literacy studies which would gradually lead to redefining literacy.

From the historical perspective of Christie

The greater level of sophistication in literacy such as new kinds of writing, new genres which are necessary for new knowledge and new ways of thinking . The kind of literacy provided in the home will be brought by the young learner in the school and therefore the school has to take such considerations in designing early literacy instruction.

Constructivist Model

The Constructivist model asserts that emergent learners need to interact which would positively make them interested and be involved in meaningful activities.

In Dewey constructivist education, a view on teaching and learning as a conscious process of reconstruction of experience.

An educative experience must be continuous, provoke change, and emphasized the importance of the participation of the learner in the formation of purposes purposes.

Skills are taught at the point when they are likely to be e usefuk to kifs, as part of an authentic literary task.

Distinct advantaged of the Constructivist Model

Literacy instruction embedded in meaningful social context, Students exploration of the functions if literacy,Students-centered, andRecognize different life experiences and cultural schemata in the meaning making process.

Views on Reading

Silbestein (1987)-accounted for the developments in reading instruction. Reading was viewed simply as speech written down.

Psycholinguistic theory was elaborated in a contemporary interactive approach which emphasized the role of cognition in an interaction of reader and text .

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Goodman (1967-1980)

Reading as a psycholinguistic guessing game

Reading as an active processCapitalizes on children's prior strengths,

past experiences and knowledge.Childe attempts to reconstruct his own

knowledge.

Chomsky (1972)

Reading to a child aids literacy skills. Increases interest in books and in

learning to read.Enhances background information and sence of story structures

Familiarization with language of books

Holdway (1979)

Children learn to read naturally in the home environment and interaction with parents

Children emulate the reading model set up by thee parents.

Vgotsky (1981)

Children's all higher mental functions are internalized social relationship.

Children increases their independent engagement in reading activities through interaction with literate adults.

Teale (1982)

Reading is acquired through socially interactive and emulative behavior

Social function and conventions of reading are acquired through interactive literacy events.

Views on Reading by Morrow 1989Goodman1967,1980

Chomsky(1972)

Holdaway(1979)

Vgotsky(1981)

Teale(1982)

-Reading as a psycholinguistic guessing game.-Reading as an active process-Capitalizes on children’s prior strengths, past experiences and knowledge.- Child attempts to reconstruct his own knowledge.

Reading to a child aids literacy skills.

-increase interest in books and in learning to read.-enhances background information and sense of story structures.-familiarization with language of books

- Children learn to read naturally in the home environment and interaction with parents.

-Children emulate the reading model set up by the parents.

-Children’s all higher mental functions are internalized social relationship.

-Children increase their independent engagement in reading activities through interaction with literate adults.

-Reading is acquired through socially interactive and emulative behavior.

-Social functions and conventions of reading are acquired through interactive literacy events.

Presentation created by:

Jecelyn C. AnainBeed 3d

Submitted to Mam Janette Fronda

Professor