1. Effective Teachers of Reading (con’t)

2. Effective Teachers Understand How Children Learn: Learning Theories
Behaviorism (Skinner)
teacher centered/teacher as dispenser of knowledge
reading is viewed as a conditioned response
children learn by learning a series of skills and sub- skills
Teachers use instruction to teach in a planned sequential order
students work individually
teacher control –rewards and punishments

3. Constructivism (Piaget)-
emphasis on background knowledge/schema and prior experiences
children actively construct meaning/knowledge (Dewey)
Teachers engage students with classroom experiences
Collaboration-students work together to construct meaning
Engagement –engaged students believe they can succeed/have high self-efficacy (Bandura)
Motivation-engaged students are motivated

4. Sociolinguistics (Vygotsky)
Oral language provides the foundation for learning to read and write
children learn through language and social interaction
Reading and writing are social and cultural activities
Zone of Proximal Development (range between dev. level and potential level
Teacher’s role as scaffolding-support mechanisms
Authentic Literacy Activities
culturally and socially responsive
Incorporates “Critical Literacy” (Friere)-challenges students to confront injustices and inequities in society

5. Cognitive/Information Processing
unobservable mental processes
compares mind to computer
students are active learners using knowledge to solve problems
Reading and writing integrated
Reading and Writing are Meaning making processes
Describes Students as Strategic Readers
Reader’s interpretations are individualized

6. Transactive/Reader Response (Rosenblatt)
Readers interpretations are individualized
Readers create meaning as they read-
A two way transaction between readers and texts
efferent stance- reading for information
aesthetic stance- reading for pleasure
Students may use a combination of the two
Teachers need to clearly set purpose
Teachers need to give students opportunities to read aesthetically to develop a love of reading

7. Linking Theory to Practice
Sociolinguistic Theory
Classroom Practice
Children learn by interacting with one another through language
Children’ learn best through authentic activities
Teacher’s role is scaffolding—a facilitator
Literature Circles – In literature circles, students are able read and discuss literature of their choice. The teacher sets the guidelines, but the students are ultimately in charge of the literature circle meetings

8. YOUR TURN:
***** TURN Match the Practice with the THEORY

9. Effective Teachers Use a Balanced Approach (Comprehensive View of Literacy)
Combines: explicit instruction, guided practice, collaborative learning, and independent reading and writing
Involves oral language, reading, and writing
Involves phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing
Includes the writing process, qualities of good writing, spelling, grammar
Reading is a foundation for content area learning
Students collaborate and work together
Student participate in authentic activities and texts

10. YOUR TURN: GROUP WORK Effective Teachers SCAFFOLD through:
Modeled Reading- Group 1
Shared Reading- Group 2
Interactive Reading- Group 3
Guided Reading – Group 4
Independent Reading – Group 5
Use the Chart Paper and Markers Provided to describe and illustrate the type of Literacy Instruction Assigned to your Group.