Students’ spellings provide a direct window into how they think thesystem works. By interpreting what students do when they spell, educators can target aspecific student’s “zone of proximal development” (Vygotsky, 1962) and plan wordstudy instruction that this student is conceptually ready to master.
This is a really great idea
Through such daily interactions, we categorize our surroundings. Ourstudents expand their vocabularies by comparing one concept with another. Gradually,the number of concepts they analyze increases, but the process is still one of comparingand contrasting.
I think we all do this, whether we realize it or not.
Important for teacher to keep in mind
This is a great strategy to practice onset-rime!
This chart is a helpful visual for me to better understand the sequence of phonemic awareness instruction.
In my experience, it works really well to start with larger units and reduce to smaller units over time.
This should be obvious!
These are more engaging ways to teach phonemic awareness.
I wonder what happens if a student does not enroll in Prekindergarten. Are they behind and lacking skill compared to their peers in Kindergarten? Is this one of the reasons why Kindergarten classes have such a wide range of abilities?
This shows how more and more people are recognizing the importance of phonemic awareness instruction.
oday’s K–12 students in postindustrialsocieties have never experienced a world without computer-based technologies.They regularly surf the Web, send e-mail, and use instant messaging—acts thathave changed the face of information processing and human communication
They will never know what it's like to search through books to find information!
reading extends beyond the initial phase of acquisition andacross the lifespan as readers engage in a range of reading-related, goal-directedactivities.
yes!
outside the concern for readers’ efferent oraesthetic response to literature or the creation of a stimulating print-rich learn-ing environment, there was little regard for motivation in the form of readers’goals, interests, and involvement in the learning experience
Wow, very different than today.
This meant that a global label such as “good” or “poor” student would be per-ceived as too general and in need of qualification. The critical question was“good at what or poor at what”?
Strengths and weakness are something we all have! This shift is great for grouping students to enhance the learning experience.
Knowledge was not a singular construct, but existed in diverse forms and inter-active dimensions
Multiple Intelligences!
the goal was tolose oneself inthe text and not specifically to learn fromit.
I think once students experience this they begin to truly appreciate the beauty of reading.
There was little, if any, consideration of sociocultural or contextual influences onthe processing of linguistic information
This is so important to keep in consideration.
Researchers studied the knowl-edge and processes of expert chess players to understand how experts visualizetasks, anticipate the moves of their opponents, and act to counter those moves.
That's pretty cool!
the focus was more on how those process-es and procedures could be best represented symbolically and transferred intocomputer programs that could approximate human performance (Fodor, 2001).In effect, these individuals were interested in creating “intelligent machines” thatmimicked the problem solving of intelligent humans
It sounds to me like this is part IQ testing and part computers doing the thinking for us.
The contrast be-tween the everyday language of children growing up in different social settingsand the language demanded in an educational setting began to surface as an is-sue for educational research and practice
This can be a challenging part of Language Arts for teachers.
This was so important! Phonics-based techniques allow for a more organized and systematic approach to teaching students how to read.
This is interesting to me. I never thought about how the Baby Boom effected the educational systems but I can see how it could bring up issues in schools once the rise in school-aged children began.