-
Period: Jan 1, 1000 to
Early Roots: Early Theories and Models Applicable to Reading
-
Apr 10, 1002
Associationism
20,000 B.C.E. - 400 B.C.E - This theory of psychology was devoted to the study of how learning occurs. It was influenced by Aristotle and the writings of ancient Greece (Tracey & Morrow, 2012). -
Blank Tablet Theory
John Locke theorized that children are born with no internal knowledge, a "tabula rasa," and acquire knowledge as they encounter it (Tracey & Morrow, 2012, p. 22). -
Unfoldment Theory
Rousseau was an early theorist of the Unfoldment Theory who believed that learning was sparked by the evolution of the child's natural interests and curiosity (Tracey & Morrow, 2012). -
Structuralism
Structuralism is "usually thought of as the first major school in psychology [and] sought to explain the structure of ht emind through the study of perception" (Tracey & Morrow, 2012, p. 28). Leading theorists are: Wundt, Cattell, Javal, Quantz, and Dearborn. -
Period: to
Behaviorism: The Dominant Educational Theory for 50 Years
-
Classical Conditioning Theory
Pavlov and Watson asserted that pairing two stimuli will produce the same response (Tracey & Morrow, 2012, p. 41). -
Period: to
Constructivist Perspectives
-
Classical Conditioning Theory
Pavlov's work with dogs led to this theory's discovery that two stimuli delivered at the same time can elicit the same response (Tracey & Morrow, 2012, p. 41). -
Connectionism
Thorndike pioneered this theory that showed that a stimuli after the behavior could be used to elicit the favorable response (Tracey & Morrow, 2012, p. 44). -
Inquiry Learning
"Dewey was a constructivist because he saw that, although it is the teacher's job to create an enticing curriculum and a supportive, motivating environment in the classroom, in the end it is the student who must actively create his or her own learning" (Tracey & Morrow, 2012, p. 61) -
Period: to
Theories of Literacy Development
-
Theory of Cognitive Development
Piaget was a Swiss-born psychologist who believed that "the quality of children's thinking changes over time" and these are the stage of a child's maturation (Tracey & Morrow, 2012, p. 91). -
Period: to
Cognitive -Processing Perspectives
-
Period: to
Social Learning Perspectives
-
Whole Language Theory
Goodman and Smith are also the theorists behind Whole Language Theory, which is an extension of Psycholinguistic Theory. Much like that theory, this model advocates "the use of real literature and writing in the context of meaningful, functional, and cooperative experiences in order to develop students' motivation and interest in the process of learning" (Tracey & Morrow, 2012, p. 70) -
Psycholinguistic Theory
Goodman and Smith are the leading theorists behind this model that looks at "the relationships between linguistic behavior and psychological processes, including the process of language acquisition" (Tracey & Morrow, 2012, p. 68). -
Metacognitive Theory
Theorists Flavell and Brown developed this theory that is based on the metacognitive activity of thinking about one's own thinking. Applied to reading theory, this promotes the "students' ability to independently comprehend texts" by thinking about which strategies to use during reading (Tracey & Morrow, 2012, p. 72). -
Social Constructivism
Vygotsky was a Russian scholar whose theories of scaffolding and the zone of proximal development dealt with the idea that children need to build upon their earlier learning which develops over time and through interaction with others (Tracey & Morrow, 2012, p. 129). -
Theory of Literacy Development
Holdaway's theory asserted that "learning to read is viewed as a natural developmental occurence" that "begings in the home when children first see their parents read and haves stories read to them" (Tracey & Morrow, 2012, p. 95) -
Socio-cultural Theory
Brofenbrenner's theory suggests that culture, developed in "concentric levels of influence affect children's development" (Tracey & Morrow, 2012, p. 123) -
Interactive -Compensatory Model
Stanovich "extended Rumelhart's (1977) Interactive Model to include the idea that not only are text processors interactive and nonlinear, but that they are also compensatory" (Tracey & Morrow, 2012, p. 163). -
Emergent Literacy Theory
Clay first established the term in 1966 after which it became popular in the 1980s as a basis for understanding how children develop literacies through the interrelated skills of speaking, listening, reading, and writing (Tracey & Morrow, 2012, p. 99). -
Family Literacy Theory
Taylor proposed this theory about "the ways families, children, and extended family members use literacy at home and in their community" (Tracey & Morrow, 2012, p. 102). -
Stage Models of Reading
There are several theorists associated with this theory that states that children move through different stages of reading ability as they become readers. These include: Ehri, Chall, Gough, Juel, Griffith, and Frith (Tracey & Morrow, 2012, p. 97). -
Parallel Distributed Prodessing Model
This model was developed initally by Rumelhart & McClelland and has since been updated by Seidenberg & McClelland. It is based on two concepts that "all cognitive information is stored as a series of connections between units" and " these connections between units become stronger and faster with repeated pairings" (Tracey & Morrow, 2012, p. 166-167). -
Phonological -Core Variable Difference Model
Stanovich used this model to differentiate between "'garden-variety' poor readers and 'IQ-discrepant' readers . . . whose reading performance was significantly below what their IQ would predict" (Tracey & Morrow, 2012, p. 164). -
Third Space Theory
This is based on the work of Lefebvre who assets that "the concept of space can be viewed . . . as a mental construct" (Tracey & Morrow, 2012, p. 135). -
Dual-Route Cascaded Model
Coltheart & Rastle developed this model similar to the Parallel Distributed Processing Model "in that both are computer-based models that encode text and output sound." But the two differ in the way that this is handled by the computer (Tracey & Morrow, 2012, p.171). -
Double-Deficit Hypothesis
Wolf and Bowers are the leading theorists for this theory which believes that "reading-disabled children fall into one of three categories: children for whom phonological deficits are the core of their reading disability, children fro whom nameing speed deficits are the core of their reading disability, and children for whom both phonological deficits and naming speed deficits are problematic" (Tracey & Morrow, 2012, p. 173). -
Neuroscientific Theory
"Cognitive neuroscience refers to the intersection of these fields, in which the study of the brain is utilized to understand specific ocgnitive functions, such as reading" (Tracey & Morrow, 2012, p. 175). Goswami was a leading theorist of Nueroscientific Theory.