Presentation on theme: "Reading and Writing with Struggling Readers A Vygotskian Approach Isabel Peters De Activiteit National Center for Developmental Education Alkmaar, the."— Presentation transcript:
Reading and Writing with Struggling Readers A Vygotskian Approach Isabel Peters De Activiteit National Center for Developmental Education Alkmaar, the Netherlands
Overview Cultural-historical view on learning disabilities Setup of the study The approach to struggling readers Conclusions
Cultural-historical view on learning disabilities Coles (1987): schools can create learning disabilities Vygotsky (1978): development is socially mediated Peters & Van Oers (2007): teachers adopt a different approach to children they consider to be at-risk
Vygotsky: Compensation, the individuals reaction to a defect, initiates new, roundabout developmental processes - it replaces, rebuilds a new structure, and stabilizes psychological functions. (1993, p.34)
Setup of the study Research question: Does the strategy spelling (sounding out letters and blending them together) has a compensating function for struggling readers?
Series of case studies in two classrooms (Yin, 1994) 2 boys and 2 girls (6, 7 and 8 years old) Design experiment (Cobb e.a., 2003): cycles of invention and revision
Phase 1: reading a text Teacher prepares children for reading Children scan pages at new words New words are discussed Children read the page Reading of the page is discussed
Phase 2: practicing new words Underlined words are read, spelled aloud and written down Visual analysis Other exercises
Phase 3: writing a text Children finish the story Teacher helps to fabricate a story Teacher assists in the writing activity Children make their own book Children present their book to other children in the classroom
Conclusions: Meaningful reading and writing activities Observation of reading development Action-oriented approach Teacher offers those strategies that the child needs at a certain moment
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