1 Reading Theory

Reading TheoryReading Theory

Greg LewisGreg Lewis

Ogden City SchoolsOgden City Schools

Purpose of EducationPurpose of Education

““In modern times there are opposing views about the In modern times there are opposing views about the practice of education. There is no general agreement practice of education. There is no general agreement about what the young should learn either in relation to about what the young should learn either in relation to virtue or in relation to the best life; nor is it clear virtue or in relation to the best life; nor is it clear whether education ought to be directed more towards whether education ought to be directed more towards the intellect then towards the character of the soul.... the intellect then towards the character of the soul.... And it is not certain whether training should be directed And it is not certain whether training should be directed at things useful in life, or at those conducive to virtue, at things useful in life, or at those conducive to virtue, or at non-essentials.... And there is no agreement as or at non-essentials.... And there is no agreement as to what in fact does tend towards virtue. Men do not all to what in fact does tend towards virtue. Men do not all prize most highly the same virtue, so naturally, they prize most highly the same virtue, so naturally, they differ also about the proper training for it.” differ also about the proper training for it.”

AristotleAristotle

Why Study Theory?Why Study Theory?

Theory is a set of statements or principles Theory is a set of statements or principles devised to explain a group of facts or devised to explain a group of facts or phenomena, especially one that has phenomena, especially one that has been repeatedly tested or is widely been repeatedly tested or is widely accepted.accepted.

American Heritage DictionaryAmerican Heritage Dictionary

Why Study Theory? Why Study Theory? (cont.)(cont.)

Theory is an explanation of how the facts fit Theory is an explanation of how the facts fit together. More precisely, theorizing about (a together. More precisely, theorizing about (a topic) means the act of proposing (1) which topic) means the act of proposing (1) which facts are most important for understanding facts are most important for understanding (that topic) and (2) what sorts of relationships (that topic) and (2) what sorts of relationships among the facts are most significant for among the facts are most significant for producing this understanding. Theory is what producing this understanding. Theory is what makes sense out of facts. Theory gives facts makes sense out of facts. Theory gives facts their meaning. Without theory, facts remain a their meaning. Without theory, facts remain a clutter of disorganized specks on the canvas, clutter of disorganized specks on the canvas, unconnected spots that form no picture of how unconnected spots that form no picture of how and why children grow up as they do.and why children grow up as they do.

R. M. Thomas (1996)R. M. Thomas (1996)

The Importance of Theory The Importance of Theory in Educationin Education

““Teachers with a firm grasp of educational and Teachers with a firm grasp of educational and psychological theories have a clear basis for psychological theories have a clear basis for making instructional decisions. Their making instructional decisions. Their understanding of educational theory provides understanding of educational theory provides them with a foundation for understanding why them with a foundation for understanding why they are choosing the instructional practices they are choosing the instructional practices that they use. Such theoretically based that they use. Such theoretically based instructional decisions are linked to exemplary instructional decisions are linked to exemplary literacy instruction and improved literacy literacy instruction and improved literacy learning.” learning.”

(Allington, Wharton, McDonald, Block, & Morrow, 2001)(Allington, Wharton, McDonald, Block, & Morrow, 2001)

Most Teachers Do Not Most Teachers Do Not Understand Their Own Understand Their Own TheoryTheory

Bigge and Shermis (1992) found that Bigge and Shermis (1992) found that teachers who are unaware of the theories teachers who are unaware of the theories that drive their instruction are often that drive their instruction are often unable to provide a coherent explanation unable to provide a coherent explanation for why they choose one set of for why they choose one set of instructional procedures or materials over instructional procedures or materials over another.another.

Reason for Multiple Reason for Multiple Theory LensesTheory Lenses

““Tierney (1994) noted that the field of Tierney (1994) noted that the field of literacy learning seemed to have passed literacy learning seemed to have passed beyond the search for a single theory or beyond the search for a single theory or model of reading that could model of reading that could comprehensively explain all the comprehensively explain all the phenomena.”phenomena.”

Reason for Multiple Reason for Multiple Theory Lenses (cont.)Theory Lenses (cont.)

Painting MetaphorPainting Metaphor Each piece of artwork is differentEach piece of artwork is different Some are realistic, others impressionist, or Some are realistic, others impressionist, or

abstract styleabstract style Each of the theories and models provides a Each of the theories and models provides a

unique and valuable perspective on the unique and valuable perspective on the topic.topic.

Reason for Multiple Reason for Multiple Theory Lenses (cont.)Theory Lenses (cont.)

Drives behavior & practices Drives behavior & practices Some theories mesh between each other Some theories mesh between each other

and others do notand others do not SomeSome theories work for theories work for somesome children children With no theory there is no validity in With no theory there is no validity in

assessmentassessment Theories provide framework—it is why Theories provide framework—it is why

basals workbasals work

Early Theories Early Theories (400 B.C.-1899)(400 B.C.-1899)

Mental Discipline TheoryMental Discipline Theory Idealism, PerennialismIdealism, Perennialism Aim of education is the disciplining of the Aim of education is the disciplining of the

mind, the development of the ability to mind, the development of the ability to reason, and the pursuit of truth.reason, and the pursuit of truth.

The curriculum comes from the great books The curriculum comes from the great books of western civilization and the classic works of western civilization and the classic works of literature and art.of literature and art.

PlatoPlato


Mental Discipline Theory (cont.)Mental Discipline Theory (cont.) ActivitiesActivities

Practice SkillsPractice Skills HomeworkHomework Time on TaskTime on Task Repeated ReadingRepeated Reading


Associationism Associationism Events become associated with each other Events become associated with each other

& form learning& form learning AristotleAristotle

Contiguity—ideas occur together in time or spaceContiguity—ideas occur together in time or space Similarity—ideas have similar features & Similarity—ideas have similar features &

propertiesproperties Contract—association by oppositionContract—association by opposition

John Locke (1632-1704)—Tabula Rosa, John Locke (1632-1704)—Tabula Rosa, “Blank Tablet” theory“Blank Tablet” theory


Associationism (cont.)Associationism (cont.) ActivitiesActivities

WebbingWebbing BrainstormingBrainstorming T-chartT-chart Background KnowledgeBackground Knowledge


Unfoldment TheoryUnfoldment Theory Learning is facilitated through a natural Learning is facilitated through a natural

unfolding of the mind based on individual unfolding of the mind based on individual curiosity and interestcuriosity and interest

Rousseau (1712-1778), wrote Emile (1762) Rousseau (1712-1778), wrote Emile (1762) about a boy raised in natureabout a boy raised in nature

Pestalozzi (1746-1827), child-centered Pestalozzi (1746-1827), child-centered learning with adult structure & instructionlearning with adult structure & instruction

Froebel (1782-1852), coined kindergarten, Froebel (1782-1852), coined kindergarten, importance of playimportance of play


Unfoldment Theory (cont.)Unfoldment Theory (cont.) ActivitiesActivities

CentersCenters Home SchoolHome School ManipulativesManipulatives Play CentersPlay Centers Montessori SchoolsMontessori Schools RegaliaRegalia


Structuralism TheoryStructuralism Theory The study of perception to explain how the The study of perception to explain how the

mind works vs. what reading is happeningmind works vs. what reading is happening J. M. Cattell, word reading in sentences is J. M. Cattell, word reading in sentences is

faster than isolated word readingfaster than isolated word reading Javal, eye movement studies, eye jumps or Javal, eye movement studies, eye jumps or

“saccade”“saccade” Quantz, “eye-voice” span, the time lapse Quantz, “eye-voice” span, the time lapse

between reading and vocalizationbetween reading and vocalization


Structuralism Theory (cont.)Structuralism Theory (cont.) ActivitiesActivities

Change font sizeChange font size Assisted readingAssisted reading Colored overlaysColored overlays

BehaviorismBehaviorism(1900-1950)(1900-1950)

Type of AssociationismType of Associationism Classical Conditioning Theory Classical Conditioning Theory

Ivan Pavlov, John WatsonIvan Pavlov, John Watson Reading is a behavior composed of isolated Reading is a behavior composed of isolated

skills that can be reinforced skills that can be reinforced AssumptionsAssumptions

Behavior is a reaction to stimuliBehavior is a reaction to stimuli External stimuli can be manipulated to strengthen External stimuli can be manipulated to strengthen

or reduce a behavioror reduce a behavior


Classical Conditioning Theory Classical Conditioning Theory ActivitiesActivities

Positive, success-oriented experiencesPositive, success-oriented experiences No negative associationsNo negative associations


Connectionism Theory Connectionism Theory Edward Thorndike’s Law of Effect or Edward Thorndike’s Law of Effect or

Principle of ReinforcementPrinciple of Reinforcement Law of Readiness, tasks easy to difficultLaw of Readiness, tasks easy to difficult Law of Identical Elements, more similarities the Law of Identical Elements, more similarities the

more transfermore transfer Law of Exercise, the more S-R practice the Law of Exercise, the more S-R practice the

stronger the bondsstronger the bonds


Connectionism Theory Connectionism Theory ActivitiesActivities

Sequencing based on task difficultySequencing based on task difficulty Sight wordsSight words Worksheets to fill in target wordWorksheets to fill in target word Catch them being goodCatch them being good I see _________ on taskI see _________ on task


Operant Conditioning Theory Operant Conditioning Theory B. F. Skinner, the stimulus causing a B. F. Skinner, the stimulus causing a

response cannot always be identified—there response cannot always be identified—there are natural behaviorsare natural behaviors

People actively “operate” on their People actively “operate” on their environment to produce different kinds of environment to produce different kinds of consequences (operants)consequences (operants)

Reading viewed as a complex act Reading viewed as a complex act consisting of component partsconsisting of component parts

Teachers are scientific managersTeachers are scientific managers


Operant Conditioning Theory Operant Conditioning Theory ActivitiesActivities

Direct Instruction, Programmed LearningDirect Instruction, Programmed Learning Incentives/ConsequencesIncentives/Consequences Behavioral ObjectivesBehavioral Objectives Shaping—reward for gross approximationsShaping—reward for gross approximations Chaining—hooking small acts together to Chaining—hooking small acts together to

compose a complex skillcompose a complex skill Educational SoftwareEducational Software

ConstructivismConstructivism

Active Construction of KnowledgeActive Construction of Knowledge Learning occurs when individuals Learning occurs when individuals

integrate new knowledge with existing integrate new knowledge with existing knowledgeknowledge

Learner must be actively engagedLearner must be actively engaged Problem-based (Dewey used Problem-based (Dewey used

occupations)occupations)


Inquiry Learning (cont.)Inquiry Learning (cont.) ActivitiesActivities

Problem-based LearningProblem-based Learning Collaboration/Cooperative LearningCollaboration/Cooperative Learning Literature CirclesLiterature Circles

““Learning is not an occasional event, to be Learning is not an occasional event, to be stimulated, provoked, or reinforced. Learning is stimulated, provoked, or reinforced. Learning is what the brain does naturally, continually.”what the brain does naturally, continually.”

Frank Smith (1971)Frank Smith (1971)


Schema TheorySchema Theory People organize everything into schemas, or People organize everything into schemas, or

knowledge structuresknowledge structures Differences in existing schema greatly Differences in existing schema greatly

influences learninginfluences learning Accretation—no need to change schema, simply Accretation—no need to change schema, simply

add knowledgeadd knowledge Tuning—schema modified to incorporate new Tuning—schema modified to incorporate new

knowledgeknowledge Restructuring—new schema created (stereotype Restructuring—new schema created (stereotype

broken)broken)


Schema Theory (cont.)Schema Theory (cont.) ActivitiesActivities

BrainstormingBrainstorming WebbingWebbing Comprehension focusComprehension focus Background knowledgeBackground knowledge


Transactional/Reader Response TheoryTransactional/Reader Response Theory Louise RosenblattLouise Rosenblatt Every reading experience is unique to Every reading experience is unique to

each individual (different schema)each individual (different schema) Efferent response—fact orientedEfferent response—fact oriented Aesthetic response—personal/emotionalAesthetic response—personal/emotional


Transactional/Reader Response Theory Transactional/Reader Response Theory (cont.)(cont.)

ActivitiesActivities Reading response activitiesReading response activities Mind moviesMind movies Project book reviewsProject book reviews


Psycholinguistic TheoryPsycholinguistic Theory Ken GoodmanKen Goodman Whole-language TheoryWhole-language Theory Assumes reading is a natural language Assumes reading is a natural language

processprocess Immerse students in high-quality literacy Immerse students in high-quality literacy

environmentsenvironments Miscue AnalysisMiscue Analysis


Psycholinguistic Theory (cont.)Psycholinguistic Theory (cont.) ActivitiesActivities

Authentic, meaningful tasksAuthentic, meaningful tasks PredictionsPredictions Miscue analysisMiscue analysis Reading/writing workshopReading/writing workshop Literacy rich class environmentLiteracy rich class environment PortfoliosPortfolios


MetacognitionMetacognition Process of thinking about one’s thinkingProcess of thinking about one’s thinking Deloros Durkin found that in a traditional Deloros Durkin found that in a traditional

reading comprehension lesson, the reading comprehension lesson, the lesson is teacher dependent. Students lesson is teacher dependent. Students never independently comprehendnever independently comprehend


Metacognition (cont.)Metacognition (cont.) ActivitiesActivities

Self-monitoring of comprehensionSelf-monitoring of comprehension Fix-up strategiesFix-up strategies Strategy instructionStrategy instruction Explicit instructionExplicit instruction


Engagement TheoryEngagement Theory Readers who are engaged are Readers who are engaged are

intrinsically motivated and read more intrinsically motivated and read more frequently (500% more)frequently (500% more)

Engaged readers are mentally active Engaged readers are mentally active (metacognition)(metacognition)

Engaged readers are socialEngaged readers are social


Engagement Theory (cont.)Engagement Theory (cont.) ActivitiesActivities

ThemesThemes Student choice (read and respond)Student choice (read and respond) Hands-on activitiesHands-on activities Wide variety of genresWide variety of genres Social collaborationSocial collaboration KWLKWL

Theories of Literacy Theories of Literacy DevelopmentDevelopment

Cognitive development occurs in stagesCognitive development occurs in stages PiagetPiaget Biological maturationBiological maturation


Maturation TheoryMaturation Theory Morphett & WashburnMorphett & Washburn Postpone reading until students are old Postpone reading until students are old

enoughenough Optimal mental age—6 years, 6 monthsOptimal mental age—6 years, 6 months Dominant from 1930-1960Dominant from 1930-1960


Maturation Theory (cont.)Maturation Theory (cont.) ActivitiesActivities

WaitingWaiting Developmental spellingDevelopmental spelling


Theory of Literacy DevelopmentTheory of Literacy Development HoldawayHoldaway Literacy development should begin at Literacy development should begin at

homehome Gross approximations should be Gross approximations should be

encouragedencouraged


Theory of Literacy Development (cont.)Theory of Literacy Development (cont.) ActivitiesActivities

Big booksBig books Shared readingShared reading


Stage Models of ReadingStage Models of Reading Emergent StageEmergent Stage Letter Name-Alphabetic StageLetter Name-Alphabetic Stage Within Word Pattern StageWithin Word Pattern Stage Syllable and Affix StageSyllable and Affix Stage Derivational Relations StageDerivational Relations Stage

Words Their WayWords Their Way


Stage Models of Reading (cont.)Stage Models of Reading (cont.) ActivitiesActivities

Environmental PrintEnvironmental Print AssessmentAssessment Small-group targeted instructionSmall-group targeted instruction


Emergent Literacy TheoryEmergent Literacy Theory Marie ClayMarie Clay Development of listening, speaking, Development of listening, speaking,

reading, and writing are interrelatedreading, and writing are interrelated Development starts at birth and is Development starts at birth and is

ongoingongoing Concept of print stressedConcept of print stressed


Emergent Literacy Theory (cont.)Emergent Literacy Theory (cont.) ActivitiesActivities

Concepts of PrintConcepts of Print Literacy Rich EnvironmentsLiteracy Rich Environments


Family Literacy TheoryFamily Literacy Theory Studies the relationship between families Studies the relationship between families

and literacyand literacy ActivitiesActivities

Parent involvementParent involvement Family storiesFamily stories

Social Learning TheoriesSocial Learning Theories

Theories focused on social interactionsTheories focused on social interactions Oral language is the foundation of Oral language is the foundation of

readingreading Social process of communication Social process of communication

stressedstressed Uses language experience activitiesUses language experience activities


Socio-cultural TheorySocio-cultural Theory Emphasizes role of social, cultural, and Emphasizes role of social, cultural, and

historical factorshistorical factors Focus more on culture than language Focus more on culture than language

interactionsinteractions Layers of influence nest like Russian Dolls Layers of influence nest like Russian Dolls

(Brenfenbrenner)(Brenfenbrenner) Microsystem (home or classroom)Microsystem (home or classroom) Mesosystem (interaction between home and Mesosystem (interaction between home and

classroom)classroom) Exosystem (parent’s work situation)Exosystem (parent’s work situation)

Avoid “deficit’ perspectiveAvoid “deficit’ perspective


Socio-cultural Theory (cont.)Socio-cultural Theory (cont.) ActivitiesActivities

Literature circlesLiterature circles Background knowledge from diverse Background knowledge from diverse

learnerslearners


Social ConstructivismSocial Constructivism Lev VygotskyLev Vygotsky ““Whereas Piaget described the child as a little Whereas Piaget described the child as a little

scientist, constructing an understanding of the scientist, constructing an understanding of the world largely alone, Vygotsky suggested that world largely alone, Vygotsky suggested that cognitive development depends much more on cognitive development depends much more on interactions with the people in the child’s world interactions with the people in the child’s world and the tools that the culture provides to and the tools that the culture provides to support thinking. Children’s knowledge, ideas, support thinking. Children’s knowledge, ideas, attitudes, and values develop through attitudes, and values develop through interaction with others” Woolfolk (1997)interaction with others” Woolfolk (1997)

Zone of proximal developmentZone of proximal development


Social ConstructivismSocial Constructivism ActivitiesActivities

Cross-age tutorsCross-age tutors Buddy readingBuddy reading ZPDZPD ScaffoldingScaffolding Differentiated InstructionDifferentiated Instruction


Social Learning TheorySocial Learning Theory Albert Bandura combined behaviorism with Albert Bandura combined behaviorism with

social learningsocial learning Behavioral explanations did not explain Behavioral explanations did not explain

vicarious learningvicarious learning Observational learningObservational learning

Attention phase—student watchesAttention phase—student watches Retention phase—student processes what they Retention phase—student processes what they

have seenhave seen Reproduction phase—student repeats behaviorReproduction phase—student repeats behavior Reinforcement phase—student reinforces behaviorReinforcement phase—student reinforces behavior


Critical Literacy TheoryCritical Literacy Theory Paulo FreirePaulo Freire ““The image of schooling as an opportunity for The image of schooling as an opportunity for

social mobility based on merit is replaced, in social mobility based on merit is replaced, in critical thought, by one that shows how schools critical thought, by one that shows how schools reproduce the unequal distribution of wealth reproduce the unequal distribution of wealth and power that is the hallmark of capitalist and power that is the hallmark of capitalist societies, and in so doing contribute to the societies, and in so doing contribute to the maintenance of the status quo” (Siegel and maintenance of the status quo” (Siegel and Fernandex, 2000)Fernandex, 2000)


Critical Literacy Theory (cont.)Critical Literacy Theory (cont.) ActivitiesActivities

Teach about social and political Teach about social and political consequences of literacy achievement and consequences of literacy achievement and illiteracyilliteracy

Student voice/culture/storyStudent voice/culture/story Literacy centersLiteracy centers Morning meetingsMorning meetings E-mail palsE-mail pals

Information/Cognitive Information/Cognitive Processing TheoriesProcessing Theories

Only information that receives attention in Only information that receives attention in short term memory will be retainedshort term memory will be retained

Long-term memory is encoded as Long-term memory is encoded as schemasschemas

Memory decay—vulnerable to loss over Memory decay—vulnerable to loss over timetime

Computer modelsComputer models


Substrata-Factor Model of ReadingSubstrata-Factor Model of Reading Identify variables and sub-variables Identify variables and sub-variables

correlated to reading abilitycorrelated to reading ability Predict reading abilityPredict reading ability ActivitiesActivities

DiagnosticsDiagnostics DIBELSDIBELS


Rauding TheoryRauding Theory Quantifying the reading processQuantifying the reading process Five cognitive skillsFive cognitive skills

SkimmingSkimming ScanningScanning RaudingRauding LearningLearning MemorizingMemorizing

Rauding = Typical readingRauding = Typical reading


Rauding Theory (cont.)Rauding Theory (cont.) ActivitiesActivities

Fluency trainingFluency training Text levelText level

Matched to ability levelMatched to ability level Easy enough to maintain adequate rateEasy enough to maintain adequate rate


Gough’s ModelGough’s Model Bottom-up information processing modelBottom-up information processing model Reading progresses through discreet Reading progresses through discreet

stagesstages ActivitiesActivities

Letter identificationLetter identification Decoding instructionDecoding instruction


Gough’s Model Gough’s Model

(cont.)(cont.)


Automatic Information Processing ModelAutomatic Information Processing Model Bottom-up modelBottom-up model Three memoriesThree memories

Phonological memory (sound/grapheme)Phonological memory (sound/grapheme) Episodic memory (context)Episodic memory (context) Semantic memory (backgroud knowledge)Semantic memory (backgroud knowledge)

The reader switches attention back and forth The reader switches attention back and forth between decoding and comprehensionbetween decoding and comprehension

ActivitiesActivities Guided reading instructionGuided reading instruction


Automatic Automatic

Information Information

Processing Processing

Model (cont.)Model (cont.)


Interactive ModelInteractive Model First non-linear modelFirst non-linear model Higher levels influence lower levelsHigher levels influence lower levels ActivitiesActivities

Context cluesContext clues Cloze techniquesCloze techniques


Interactive Model (cont.)Interactive Model (cont.)


Interactive-Compensatory ModelInteractive-Compensatory Model Top-down modelTop-down model Reading process is driven by what is in Reading process is driven by what is in

the reader’s head not by printthe reader’s head not by print Emphasizes background knowledgeEmphasizes background knowledge Heavy reliance on the readerHeavy reliance on the reader If one processor isn’t working, another If one processor isn’t working, another

processor can compensateprocessor can compensate


Interactive-Compensatory ModelInteractive-Compensatory Model ActivitiesActivities

Flexible, strategic readersFlexible, strategic readers Background knowledgeBackground knowledge Whole languageWhole language Cloze exercisesCloze exercises


Orthographic Processing PerspectiveOrthographic Processing Perspective Process through which readers see a Process through which readers see a

printed word and connect it to its printed word and connect it to its pronunciation stored in memorypronunciation stored in memory

Recoding, decoding, sounding outRecoding, decoding, sounding out ActivitiesActivities

DecodingDecoding Phonics instructionPhonics instruction


Verbal Efficiency TheoryVerbal Efficiency Theory Explains individual differences in reading abilityExplains individual differences in reading ability Three assumptionsThree assumptions

Word recognition skills are related to speech accessWord recognition skills are related to speech access The amount of time it takes a reader to read an The amount of time it takes a reader to read an

isolated word aloud is indicative of how well the isolated word aloud is indicative of how well the reader knows the word (vocalization latency)reader knows the word (vocalization latency)

The reader’s decoding skill is the major source of The reader’s decoding skill is the major source of variation in his or her vocalization latencyvariation in his or her vocalization latency


Construction Integration ModelConstruction Integration Model Student constructs representations or Student constructs representations or

understandingsunderstandings Following construction phase, the reader Following construction phase, the reader

moves into the integration phasemoves into the integration phase ActivitiesActivities

Comprehension instructionComprehension instruction VisualizationVisualization


Phonological-Core Variable Difference Phonological-Core Variable Difference ModelModel

Dyslexia—the IQ discrepant model is Dyslexia—the IQ discrepant model is falsefalse

Primary difference is phonologicalPrimary difference is phonological Mathew effectsMathew effects Term—Phonemic AwarenessTerm—Phonemic Awareness


Phonological-Core Variable Difference Phonological-Core Variable Difference ModelModel

ActivitiesActivities PA developmentPA development Matthew effectsMatthew effects Reading RecoveryReading Recovery Flexible readingFlexible reading PoetryPoetry


Parallel Distributed Processing ModelParallel Distributed Processing Model Computer ModelingComputer Modeling Cognitive information is stored as a Cognitive information is stored as a

series of connections between unitsseries of connections between units Connections between units become Connections between units become

stronger and faster with repeated stronger and faster with repeated pairingspairings

Inner voiceInner voice Processors are all interactive and Processors are all interactive and

compensatorycompensatory


Parallel Distributed Processing ModelParallel Distributed Processing Model


Parallel Distributed Processing ModelParallel Distributed Processing Model ActivitiesActivities

Word familiesWord families RereadingRereading


Dual-Route Cascaded ModelDual-Route Cascaded Model Computer has two routes for processing Computer has two routes for processing

text inputtext input One path for words already knownOne path for words already known One path for unknown words or non-wordsOne path for unknown words or non-words

ActivitiesActivities Sight-word instructionSight-word instruction


Double-Deficit HypothesisDouble-Deficit Hypothesis Reading-disabled children also suffer Reading-disabled children also suffer

from a deficit in rapid naming skillsfrom a deficit in rapid naming skills 3 categories of deficits3 categories of deficits

Phonological Phonological Naming speedNaming speed Both (Double Deficit)Both (Double Deficit)

ActivitiesActivities Interventions matched to deficitInterventions matched to deficit


Neuroscientific TheoriesNeuroscientific Theories Sally ShaywitzSally Shaywitz Brain imaging technologyBrain imaging technology ““Patterns of neural activity are thought to Patterns of neural activity are thought to

correspond to particular mental states or correspond to particular mental states or mental representations. Learning broadly mental representations. Learning broadly comprises changes in connectivity, either viea comprises changes in connectivity, either viea changes in potentiation at the synapses or via changes in potentiation at the synapses or via the strengthening or pruning of connections. the strengthening or pruning of connections. Successful teaching thus directly affects brain Successful teaching thus directly affects brain functioning by changing connectivity” functioning by changing connectivity” (Goswami, 2004)(Goswami, 2004)


Neuroscientific TheoriesNeuroscientific Theories ActivitiesActivities

Neuro examinations to inform instructionNeuro examinations to inform instruction

1 Reading Theory

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