WHAT IS GOOD LITERACY INSTRUCTION?
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Transcript of WHAT IS GOOD LITERACY INSTRUCTION?
WHAT IS GOOD LITERACY
INSTRUCTION?
WHAT IS GOOD LITERACY
INSTRUCTION?
Patricia A. AlexanderUniversity of Maryland
Patricia A. AlexanderUniversity of Maryland
Expanding Discussion to
Issues of Learning and
Academic Development
Expanding Discussion to
Issues of Learning and
Academic Development
GOOD LITERACY INSTRUCTION IS ABOUT STUDENT
LEARNING
GOOD LITERACY INSTRUCTION IS ABOUT STUDENT
LEARNING
ACHIEVEMENT = LEARNINGACHIEVEMENT = LEARNING• In the current test-driven climate, it
is easy to confuse performance on high-stakes, standardized tests with learning
• The type of instruction that may result in higher test performance for schools or classrooms can be detrimental to deep-seated or long-term learning
• Thus, achievement, as measured only by test scores, does not equate to learning
GOOD LITERACY INSTRUCTION
FOSTERS ACADEMIC
DEVELOPMENT
GOOD LITERACY INSTRUCTION
FOSTERS ACADEMIC
DEVELOPMENT
What is Academic Development?
What is Academic Development?
Academic Development …
… the systematic changes that occur as a result of
formal education
• The path to academic development in literacy requires continuing attention to students’ domain knowledge, interests, and their strategic processing
• No student can achieve competence in any academic domain without the strategies and skills to comprehend both traditional and nontraditional texts
THE MODEL OF DOMAIN LEARNING
(MDL) DEPICTS ACADEMIC
DEVELOPMENT
THE MODEL OF DOMAIN LEARNING
(MDL) DEPICTS ACADEMIC
DEVELOPMENT
STAGES OF DOMAIN LEARNINGSTAGES OF DOMAIN LEARNING
Acclimation Competence ProficiencyEarly Middle Late
COMPONENTS OF THE MDL
COMPONENTS OF THE MDL
•Subject-Matter Knowledge
•Learner Interest
•Strategic Processing
SUBJECT-MATTER KNOWLEDGE
SUBJECT-MATTER KNOWLEDGE
• All knowledge that an individual has relative to a specific domain of study or a topic drawn from that domain.
• Types of Subject-Matter Knowledge– Domain Knowledge
•Breadth of knowledge– Topic Knowledge
•Depth of knowledge
LEARNER INTERESTLEARNER INTEREST• Interest is the energizing of
learners’ underlying needs or desires
• Individual or Personal Interest– Long-term investment or deep-
seated involvement in a given pursuit, subject, or topic
• Situational Interest– Temporary arousal or attention
that is triggered by conditions within the immediate context
STRATEGIC PROCESSINGSTRATEGIC PROCESSING• General cognitive or
metacognitive/self-regulatory processes purposely invoked
• Two Types– Surface-Level Strategies
•Initial understanding•Includes rereading or omitting unfamiliar words
– Deep-processing Strategies•Personalizing or transforming the message
•Includes comparison to prior learning or questioning the author
STAGES OF DOMAIN LEARNINGSTAGES OF DOMAIN LEARNING
Acclimation Competence ProficiencyEarly Middle Late
TK
DK
D-PS
II
S-LS
SI
Surface-Level Strategies S-LS
Deep-Processing Strategies D-PS
Situational Interest SI
Individual Interest II
Domain Knowledge DK
Topic Knowledge TK
WHEN IT COMES TO DOMAIN LEARNING, LEARNING TO READ AND READING TO
LEARN ARE INSEPARABLE
WHEN IT COMES TO DOMAIN LEARNING, LEARNING TO READ AND READING TO
LEARN ARE INSEPARABLE
…and their instruction should
be likewise!!
MENTIONING = TEACHINGMENTIONING = TEACHING• Mentioning refers to the
superficial treatment of essential content and strategies (Durkin 1978)
• The high-stakes curricula of current public education may promote mentioning over teaching
• Mentioning literacy components in domain instruction does not constitute effective literacy instruction
• It is time to return to meaningful literacy teaching embedded within the instruction of other academic domains