Chapter 5 Presentation

Theories of Literacy Development

Chapter 5

Laken Campbell

Theories

The theories of literacy development explain how cognitive processes, environmental influences, and interactions influence how literacy skills are acquired and developed. These are the 6 theories:

Theory of Cognitive Development

Maturation Theory

Theory of Literacy Development

Stage Models of Reading

Emergent Literacy Theory

Family Literacy Theory

Theory of Cognitive Development

Theorist:

Jean Piaget- a constructivist and developmental theorist

Factors Shaping Cognitive Development:

Stages of Cognitive Development:

1. Sensorimotor (birth- 2 years)
2. Preoperational (2- 7 years)
3. Concrete operational (7-11 years)
4. Formal operational (11-adult)

1. Biological maturation
2. Activity
3. Social experiences
4. Equilibration

Informs Teaching:

Piaget's theory provides an understanding of children's thinking at different stages which influences teaching and how to provide developmentally appropriate learning experiences for children.

Maturation Theory

Morphett and Washburne conducted research to determine what age children are developmentally old enough to be successful with the tasks of early reading.

Theorists:

It is believed that if parents or teachers try to teach children to read before this age, it would cause more harm than good.

Morphett and Washburne found that reading instruction should not be implemented until the age of 6 years and 6 months.

The Maturation theory became the dominant influence on reading instruction between the 1930s-1950s. Formal reading instruction was withheld from children at home and school until they reached the appropriate age.

Impact of the Theory:

Theory of Literacy Development

Holdaway developed this theory in 1979 as it became the next major developmental theory to arise after the Maturation theory. In his theory, learning to read is viewed as a natural development occurrence where learning to read begins at home.

Theorist:

Informs Teaching:

Three Dimensions:

• explanation of the developmental nature of literacy learning
• explanation of the four processes he viewed as central to literacy learning
• explanation of a method of teaching designed to promote developmental literacy learning

Holdaway promotes that with encouragement, support, and guidance, children can gradually improve their literacy skills naturally. Educators should create a rich literacy environment, labeling key items around the classroom, using a classroom management style that allows children to foster independence and self regulation, providing meaningful language experiences, and promoting peer interaction.

Components of the Natural Process:

1. Observation of Literacy Behaviors
2. Collaboration
3. Practice
4. Performance

Stage Models of Reading

In the 1980s, educators proposed different stage models regarding the development of reading ability. There are various theorists including Ehri, Chall, Gough, Juel, Griffith, and Frith, who have proposed stage models.

Theorists:

Purpose:

The stage models provide insight into what readers have accomplished, what stage they are in now, and what stage they are heading towards. Theorists believe that as reading skills are developed, the number and type of strategies evolve as children mature.

Stage 1 Visual Cue Reading (logographic stage):

Stage 3 Phonological recoding (Orthographic stage):

Children recognize words by their shapes or contextual info such as familiar color, fonts, and logos. Word identification is not yet related to letter-sound knowledge.

Readers use automatic knowledge of sound-letter relationships. Utilize letter patterns within words (word families or phonograms) for quick word processing. Primary route for mature readers to process text.

Stage 2 Phonetic cue reading (Alphabetic stage):

Children use letter-sound cues to identify words. Initial or boundary letters are used to generate sounds. Increasing reliance on letter-sound knowledge for accurate word identification.

Emergent Literacy Theory

Theorist:

Marie Clay (1966) coined the term "emergent literacy" which refers to a functional level of performance rather than a chronological age.

Literacy-Rich Home Environment:

Central Tenets:

• several books
• parents frequently read by themselves and with their children
• parents read a wide variety of material
• frequent trips to the library or book stores
• reading is associated with pleasure
• children have access to writing materials

Interrelatedness: Literacy development in listening, speaking, reading, and writing are interconnected. Continuous Development: Literacy development starts at birth and is ongoing.

Essential Understandings:

Children need to understand the concepts about prints and books to master the emergent literacy phase. Examples of this include understanding word and sentence structure, book orientation, and punctuation.

Emergent Literacy Theory

Theorist:

Marie Clay (1966) coined the term "emergent literacy" which refers to a functional level of performance rather than a chronological age.

Literacy-Rich Home Environment:

Central Tenets:

• several books
• parents frequently read by themselves and with their children
• parents read a wide variety of material
• frequent trips to the library or book stores
• reading is associated with pleasure
• children have access to writing materials

Interrelatedness: Literacy development in listening, speaking, reading, and writing are interconnected. Continuous Development: Literacy development starts at birth and is ongoing.

Essential Understandings:

Children need to understand the concepts about prints and books to master the emergent literacy phase. Examples of this include understanding word and sentence structure, book orientation, and punctuation.

Family Literacy Theory

Theorist:

"Family literacy" was initially proposed by Taylor (1983), however several researchers have developed this theory that literacy-rich home environments contribute more powerfully to children’s early successful literacy development than do excellent preschool and kindergarten classrooms.

• Literacy-rich home environments contribute significantly to children's early literacy development.
• Partnership of families enhances success in literacy.

Studies and Findings:

One investigated homes where children learn to read without direct instruction and found that these homes provide rich reading environments that include:

Another analyzed interaction in home storybook readings and found that the following variables are associated with children’s increased literacy abilities:

• books and other reading materials
• families answer children’s questions about books and print
• read to children frequently
• rewarded them for participating in literacy activities

• number of words spoken by the child
• number of questions asked by parents
• the number of high-level, critical thinking questions asked by parents
• amount of positive feedback given to the child

Classroom Applications

Theory of Cognitive Development:

Maturation Theory:

• allow students to actively explore and construct their understanding of literacy concepts
• peer interaction and collaborative learning
• Tailor instruction to students' developmental stages, (ensuring tasks are appropriate and challenging.)

• Respect individual differences in students' readiness (for reading instruction)
• Offer a variety of literacy activities and experiences according to developmental level

Theory of Literacy Development:

Stage Models of Reading:

• Differentiate instruction to meet students at their current stage (of reading development).
• Scaffold learning (by gradually introducing more complex reading strategies as students progress through stages.)

• Foster a literacy-rich classroom environment (with reading and writing materials)
• Implement shared reading activities and interactive read-aloud sessions (to model fluent reading and engage students in meaningful literacy experiences.)

Family Literacy Theory:

Emergent Literacy Theory:

• Establish strong partnerships with families (to support literacy development both at home and in the classroom.)
• Incorporate culturally relevant texts and materials that reflect students' home experiences and backgrounds.

• Promote early literacy experiences in the classroom (that mirror natural language development.)
• Integrate listening, speaking, reading, and writing activities across the curriculum.
• Encourage family involvement by providing resources and strategies to support emergent literacy at home.