Maine Department of Education 2005

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Maine Reading First Course

Session #2Literacy Learning Theory

Maine Department of Education 2005

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Key Learning Goals Session 2

Literacy Learning Theory

Explore literacy learning theories from research-based perspectives, including instructional approaches and environmental supports.

Contrast explicit, systematic teaching with incidental teaching.

Explore the uses of assessment as a support to guiding instruction, including screening diagnosis, progress –monitoring, and outcome based measures.

Maine Department of Education 2005

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How did you learn to…

ride a bike?

swim?

drive a car?

(Weaver, et al, 1996)

Maine Department of Education 2005

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Cambourne’s Conditions for Learning

(Brian Cambourne, 1988)

ImmersionDemonstrationExpectationResponsibilityUseApproximationResponse

Maine Department of Education 2005

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Theories of Reading(Wilhelm, Baker & Dube, 2001)

One-Sided Methods Curriculum Centered Student-Centered

Two-Sided Methods Teaching/Learning Centered

Maine Department of Education 2005

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Scaffolding Instruction(Just Read Florida)

Activate and build students’ background knowledge

Review previously taught knowledge/skills and re-teach when necessary

Present new materials in small steps Model procedures and/or “think aloud” Provide guided practice Check for understanding Provide appropriate feedback Include opportunities for extensive

practice

Maine Department of Education 2005

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Modes of Scaffolding(Wihelm, Baker, & Dube, 2001)

Teacher-Regulated Supportive- Joint Practice

(Scaffolding)

Student-Regulated

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Explicit Instruction

Guided Practice Independent Practice

I DoYou Watch

I Do/You HelpYou Do/I Help

You DoI Watch

Maine Department of Education 2005

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The purpose of assessment is to:

Document student growth Determine grades Determine student groups Evaluate the instructional program Provide information about students’ strategies Provide information about students’ errors Provide information useful for adapting

instruction Screen students for further assessment Monitor students’ progress over time

Maine Department of Education 2005

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Four Kinds of Reading Assessments

Screening MeasuresAdministered to determine which children are at risk for reading difficulty and who may need intervention support

Diagnostic MeasuresHelp teachers plan instruction by providing in-depth information about students’ skills and instructional needs

Progress Monitoring MeasuresDetermine if students are making adequate progress or need more intervention to achieve grade level reading outcomes.

Outcome MeasuresProvide a bottom-line evaluation of the effectiveness of the reading program.

Maine Department of Education 2005

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3—2—1

3—things worth remembering

2—things to learn more about

1—burning question