Reading Theories Throughout History

By cailella
  • 350

    Associationism

    • Aristotle and John Locke
    • Focuses on schema
    • Devoted to how learning occurs
    • Builds on prior knowledge
    • Making connections
      (Tracey & Morrow, 2006)
  • Period: Apr 1, 1000 to

    Early Roots 428 B.C. - 1800's

  • Unfoldment Theory

    • Rousseau, Pestalozzi and Froebel
    • Play/Centers
    • Natural Unfoldment
    • Students should be interested in what they are learning (Tracey & Morrow, 2006)

  • Structuralism/ Scientific Foundations

    • Wundt and Cattell
    • Focuses on print perception
    • Story structure
    • Changing font size (Tracey & Morrow, 2006)

  • Classical Conditioning

    • Pavlov
    • Behaviorism
    • According to Tracey & Morrow (2006), " articulates the concept of conditioning in which learning is observed through repeated pairings of conditioning stimuli" (p. 46)

  • Connectionism

    • Thorndike
    • 1920's
    • Under Behaviorism
    • Literacy tasks are taught in order of difficulty
    • Three laws: Law of Readiness, Law of Identical Elements, Law of Exercise (Tracey & Morrow, 2006)

  • Inquiry Learning

    • 1920's-1950's
    • John Dewey
    • Based on the Unfoldment Theory
    • Question then thought process
    • Focuses on the progress of the student, the environment and the role of the teacher in the student's learning (Tracey & Morrow, 2006)
  • Period: to

    1900-1950- Behaviorism, Constructivism, Theories of Literacy Development

  • Transactional/Reader Response

    • 1930's
    • Louise Rosenblatt
    • Under Constructionism
    • Every reader has an unique reading experience
    • Making connections while reading a text
    • Active interchangement of ideas (Tracey & Morrow, 2006) (Vogt and Shearer, 2011)

  • Maturation

    • Morphette & Washburne (1931)
    • Under Theories of Literacy Development
    • Reading instruction should not begin until the age of 6 yrs. and 6 mo.
    • Dominant theory from the 1930's-1950's
    • Invented spelling (Tracey & Morrow, 2006)

  • Schema

    • Bartlett 1932
    • Under Constructionism
    • Each person's schema is individualized
    • organizing what you know into schema
    • Background knowledge is a factor
    • Anderson & Pearson expanded this (1984) (Tracey & Morrow, 2006)

  • Operant Conditioning Theory

    • Skinner
    • 1950's
    • Under Behaviorism
    • Direct Instruction
    • Small, successive steps
    • Shaping
    • Chaining
    • Behavior objectives (Tracey & Morrow, 2006)
  • Period: to

    1950's

  • Substrata-Factor Theory of Reading

    • 1953
    • Jack Holmes
    • Under Information/Cognitive Processing Theories
    • According to Tracey & Morrow (2006), "Used subvariables in the variable categories of cognitive ability, verbal ability, fine motor skills, eye movements and personality factors to predict speed and power of an individual's reading ability" (p. 129)
  • Period: to

    1960's

  • Information Processing Model

    • Atkinson and Shiffrin's (1968)
    • Under the Information/Cognitive Processing Perspective
    • Information moves through various stages
      • Working Memory (Tracey & Morrow, 2006)

  • Psycholinguistic Theory

    • Smith & Goodman
    • Under Constructivism
    • Reader's rely on cueing systems
    • Semantic, Syntac and Visuals
    • Runnig Records (Tracey & Morrow, 2006)
  • Period: to

    1970's

  • Whole Language

    • Goodman
    • Under Constructivism
    • Reading is a natural process when in a literacy rich environment
    • Reading, speaking, listening and writing are interrelated (Tracey & Morrow, 2006)

  • Sociolinguistics

    • Bernstein (1972), Halliday (1975), Heath (1982), Rosenblatt (1978, 1994)
    • Oral language
    • Language is learned through social interactions
    • Shared Writing (Tracey & Morrow, 2006)

  • Metacognition

    • Flavell (1976) & Brown (1978)
      • Under Constructivism
    • Thinking about your thinking
    • Explicit instruction
    • Employing "fix-up" strategies (Tracey & Morrow, 2006)

  • Social Learning Theory

    • Albert Bandura (1977)
    • Modeling -Combines Behaviorism and social learning (Tracey & Morrow, 2006)

  • Social Constructivism

    • Vygotsky (1978)
    • Zone of Proximal Development
    • Scaffolding -Eventually gain independence
    • Buddy reading
    • Differentiated Instruction (Tracey & Morrow, 2006) (Vogt and Shearer, 2011)

  • Literacy Development

    • Holdaway (1979)
    • Parents are models for reading
    • Learning to read is a natural development
    • Big books
    • Shared Reading (Tracey & Morrow, 2006)

  • Sociocultural Theory

    • Bronfenbrenner (1979)
    • Literature circles
    • Knowledge is gained from social interactions focusing on culture
    • Cultural influence on learning (Tracey & Morrow, 2006)
  • Period: to

    1980's

  • Stage Models of Reading

    • Chall (1983), Frith (1985) and Ehri (1991)
    • Under Theories of Literacy Development
    • Different stages of reading that move toward reading proficiency
    • Stages: Visual cue reading, alphabetic stage, phonological recoding stage (Tracey & Morrow, 2006)

  • Family Literacy Theory

    • Taylor (1983)
    • Under Theories of Literacy Development
    • Family members are role models
    • Home experience contributes to literacy success

  • Emergent Literacy Theory

    • Marie Clay (1985)
    • Under Theories of Literacy Development
    • Listening, speaking, reading and writing are interrelated
    • Literacy rich hmes=stronger literacy skills
    • Literacy develpment starts at birth and is ongoing (Tracey & Morrow, 2006)
  • Period: to

    1990's

  • Parallel Distributed Processing Model

    • Colheart and Rastle 1993 -word families
    • Connections between units for cognitive information
    • With repeated pairings, connections between units become faster and stronger (Tracey and Morrow, 2006)

  • Dual-Route Cascaded Model

    • Coltheart, Curtis, Atkins and Haller (1993)
    • Two routes: 1) One for dealing with words that are already known and 2) One for dealing with unknown words
    • Information is passed through the levels without waiting for full processing. (Tracey and Morrow, 2006)
  • Period: to

    2000's

  • Neuroscientific Contributions

    • Goswami (2204)
    • Under Cognitive Processing Perspective
    • Neuroscience is "the process by which the brain learns and remembers, from the molecular and cellular levels right through to the brain systems" (Tracey and Morrow, 2006, p. 173). (Tracey and Morrow, 2006).

  • Third Space Theory

    • Cobb 2011
    • Under Social Learning Perspectives
    • First Space - Individual's knowledge
    • Second Space - Removed Influences from the person's life
    • Third Space - Individual's internal, invisible environment
    • Concept of space is viewed as a mental construct not just as a physical concept (Tracey and Morrow, 2012).
  • Period: to

    References

    Tracey, D. H., & Morrow, L. M. (2012). Lenses on reading: An introduction to theories and models. New York, NY: Guilford Press.
    Tracey, D. H., & Morrow, L. M. (2006). Lenses on reading: An introduction to theories and models (2nd ed.). NY: Guilford Press.
    Vogt, M., & Shearer, B. A. (2011). Reading specialists and literacy coaches in the real world. Boston, MA: Pearson.

  • Mental Discipline Theory

    • Plato (428-347 B.C.) and Aristotle (384-322 B.C.)
    • Focuses on rote memorization
    • Repeated readings
    • Basic reading skills needs to be exercised
    • Skill and Drill
    • (Tracey & Morrow, 2006)