Reading Philosophies

Topics: Educational psychology, Education, Teacher Pages: 6 (1651 words) Published: May 28, 2013
Running head: Reading

Reading Philosophies
Grand Canyon University-EED 470
March 17, 2013

Reading Philosophies: Chart Comparison

|Reading Philosophies |Definition |Reading Activity |Assessments | | |This theory believes that past experiences |During whole group instruction, students will read|Assessments through participation. Is the student| |Constructivist |and cultural belief can influence the |along with the teacher a book. |responding or actively participating in class | | |learning along with interactions of other |Teacher will give the student a project on a topic|discussions | | |students in the classroom. |and then will present it in front of the class |Mind mapping will have the students list and | | |In a classroom that utilizes the theory of |Have the students watch a clip or a movie and then|categorize new concepts | | |constructivism, there would be: |the teacher will conduct a discussion afterwards |Pre-assessments allows the teacher to know what | | |Vigorous participation |Teacher can take the students on a field trip to |the students know and what topics they will need | | |Small group interactions |relate real world experiences to the concepts |to be taught | | |New concepts shown within context |learned in class |Hands on activities assess how the students can | | |Previous knowledge used to create new | |utilize a particular learning tool | | |knowledge | | | | |Questions or activities to lead to new | | | | |concepts | | | | |This theory is based on the teacher defines |Teacher can have the students underline a portion |Assessments though individual work. Is the | |Explicit or Direct |and model the concept, guides the students |of the text on an overhead or on the board to |student completing and doing individual | |Instruction |through application, and creates guided |depict whatever topic is being discussed, like |assignments? | | |practice until there is mastery of the |naming the nouns, proper nouns, prepositions, etc.|Assessment through a test or quiz with an essay | | |concept. |Ask the students to check the text on the overhead|writing or project report | | |In this model, the classroom will consists |because you need to prove whatever topic is being |An informal assessment through having the | | |of: |discussed |children do “thumbs up or thumbs down” | | |Direct instruction of phonemic awareness |Ask the students to read a passage to see if it | | |...

References: Baines, L. A., & Stanley, G. (2000). 'We Want to See the Teacher. '. Phi Delta Kappan, 82(4), 327.
Kamps, D., Abbott, M., Greenwood, C., Wills, H., Veerkamp, M., & Kaufman, J. (2008). Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten. Journal Of Learning Disabilities, 41(2), 101-114.
Parsons, S. A., Davis, S. G., Scales, R. Q., Williams, B., & Kear, K. A. (2010). How AND WHY TEACHERS ADAPT THEIR LITERACY INSTRUCTION. College Reading Association Yearbook, (31), 221-236.
Slavin, R. E. (2009). Educational Psychology. In R. E. Slavin, Educational Psychology (pp. 30-44). Upper Saddle River: Pearson Education, Inc.
Sonbul, S., & Schmitt, N. (2010). Direct teaching of vocabulary after reading: is it worth the effort?. ELT Journal: English Language Teachers Journal, 64(3), 253-260. doi:10.1093/elt/ccp059
Truscott, D. M., & Truscott, S. D. (2004). A professional development model for the positive practice of school-based reading consultation. Psychology In The Schools, 41(1), 51-65.
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