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THEORIES ON READING ACQUISITION
Theories on Early Writing
Development
Early Writing Acquisition
Durkin (1995) addressed
this issue when she discussed
the various theorist of
language acquisition in her
book , Language Issues:
Reading for Teachers.
Reading theorists agree that extensive
reading is essential for the development of
reading comprehension.
Cyclical Melding of reading instruction models
(Pearson , 2000)
Behaviorist perspective- reading is
viewed as speech.
In implementing an integrated approach to
the teaching of reading , a teacher is more
likely to find the most appropriate method
for teaching students based on their
individual strengths and needs , thus
eliminating the need to make a child
change to fit a particular methodology.
THEORIES ON EARLY WRITING
DEVELOPMENT
The movement from playing with
drawing and writing to communicating
through written messages is a continuum
that reflects the basic theories of emergent
literacy.
Children do a lot of hypothesis –
testing, experimenting , inventing and etc.
VYGOTSKY (1978)
The child language learning begins in
the pre-speech communication
between parents and infants.
EARLY WRITING ACQUISITION
Children naturally develop their
writing through their self – initiated
practice .
GUNDLACH (1985)
1.) They noted that children’s early literacy
experiences are embedded in the familiar
situations and real life experiences of family and
community membership.
2.) As a process , early writing development is
characterized by children’s moving from
playfully making on marks on paper , through
communicating message on paper, to making
texts are artifacts.
3.) Children learn the uses of written language
before they learn the forms.
4.) As identified by Dyson (1986) and Parker (1983)
children’s writing develops through constant invention
and reinvention of the forms of written language.
5.) Children’s involvement in written language ,through
typically embedded in social situations and interactions,
is essentially self- initiated and self directed. Hardy
(1968) identified the fifth, in writing , as in talking ,
story making is a primary impulse and activity.
6.) Children learn about writing by observing more
skilled others and participating with them in literacy
events. Teale (1986) pointed out the children need to
work independently on the functions and forms of
writing that they have experienced through interactions
with literate others.
THANKYOU
FOR LISTENING

CATHERINE L. CAJAYON

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Theories on reading acquisition

  • 1. THEORIES ON READING ACQUISITION Theories on Early Writing Development Early Writing Acquisition
  • 2. Durkin (1995) addressed this issue when she discussed the various theorist of language acquisition in her book , Language Issues: Reading for Teachers.
  • 3. Reading theorists agree that extensive reading is essential for the development of reading comprehension. Cyclical Melding of reading instruction models (Pearson , 2000) Behaviorist perspective- reading is viewed as speech.
  • 4. In implementing an integrated approach to the teaching of reading , a teacher is more likely to find the most appropriate method for teaching students based on their individual strengths and needs , thus eliminating the need to make a child change to fit a particular methodology.
  • 5. THEORIES ON EARLY WRITING DEVELOPMENT The movement from playing with drawing and writing to communicating through written messages is a continuum that reflects the basic theories of emergent literacy. Children do a lot of hypothesis – testing, experimenting , inventing and etc.
  • 6. VYGOTSKY (1978) The child language learning begins in the pre-speech communication between parents and infants.
  • 7. EARLY WRITING ACQUISITION Children naturally develop their writing through their self – initiated practice .
  • 8. GUNDLACH (1985) 1.) They noted that children’s early literacy experiences are embedded in the familiar situations and real life experiences of family and community membership. 2.) As a process , early writing development is characterized by children’s moving from playfully making on marks on paper , through communicating message on paper, to making texts are artifacts. 3.) Children learn the uses of written language before they learn the forms.
  • 9. 4.) As identified by Dyson (1986) and Parker (1983) children’s writing develops through constant invention and reinvention of the forms of written language. 5.) Children’s involvement in written language ,through typically embedded in social situations and interactions, is essentially self- initiated and self directed. Hardy (1968) identified the fifth, in writing , as in talking , story making is a primary impulse and activity. 6.) Children learn about writing by observing more skilled others and participating with them in literacy events. Teale (1986) pointed out the children need to work independently on the functions and forms of writing that they have experienced through interactions with literate others.