Posted: September 20th, 2023

Theories of Reading Development

Theories of Reading Development
Paper instructions:
Early childhood education professionals are in the unique position to ensure that young learners are equipped with essential literacy skills. Research has shown that learning to read is not natural or automatic, as is learning to speak. In fact, in the process of developing literacy skills, the child’s brain changes. Early childhood educators must be prepared to not only teach basic literacy skills, but also to identify when a young learner may be showing signs of difficulty in mastering those skills due to a disability or other health concerns, and be equipped to support students’ literacy development.

Create a 12-15 slide digital presentation for teachers-in-training describing how the brain learns to read based on the science of reading research.

Begin your presentation with a brief introduction explaining the following:

The stages of reading development
The stages of writing development
The connection between English language systems (e.g., phonology, morphology, syntax, semantics, pragmatics) and literacy
For each of the following theoretical models of reading development, explain the key components and how young learners move through the phases of each theoretical model as they develop proficient reading skills:

The Simple View of Reading
Scarborough’s Reading Rope
Four-Part Processor Model
Carol Tolman’s Hourglass
Ehri’s Phases
Include a title page, presenter’s notes, and reference page.

Presenter’s notes are required for each content slide. Presentation must include a title slide at the beginning, and a reference slide with documentation of resources at the end. The title slide and reference slide are not included in the total number of slides.

Support your presentation with a minimum of three scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

The stages of writing development

Writing is a complex skill that involves many cognitive and linguistic processes. Writing development can be described as a series of stages that reflect the increasing mastery of these processes. The stages of writing development are:

– Pre-writing: This is the stage where the writer generates ideas, plans the content and structure, and gathers information from various sources.
– Drafting: This is the stage where the writer translates the ideas into written language, using words, sentences, and paragraphs. The writer may also revise and edit the draft as they write.
– Revising: This is the stage where the writer evaluates and improves the draft, focusing on the content, organization, coherence, and style. The writer may also seek feedback from others and incorporate it into the revision.
– Editing: This is the stage where the writer corrects errors in grammar, spelling, punctuation, and mechanics. The writer may also use tools such as dictionaries, spell checkers, and grammar checkers to enhance the accuracy and clarity of the text.
– Publishing: This is the stage where the writer shares the final product with an audience, either in print or digital form. The writer may also reflect on the writing process and outcome, and celebrate their achievement.

The connection between English language systems and literacy

English language systems are the components of language that enable communication and meaning-making. They include phonology (the sound system), morphology (the word formation system), syntax (the sentence structure system), semantics (the meaning system), and pragmatics (the social use system). Literacy is the ability to use language to read and write for various purposes and contexts. There is a strong connection between English language systems and literacy, as each system contributes to the development of reading and writing skills. For example:

– Phonology helps readers decode words by recognizing the sounds and patterns of letters and syllables. It also helps writers encode words by spelling them correctly and using appropriate punctuation.
– Morphology helps readers understand words by analyzing their parts, such as roots, prefixes, and suffixes. It also helps writers create words by combining different morphemes to express different meanings.
– Syntax helps readers comprehend sentences by following the rules and patterns of word order and grammar. It also helps writers construct sentences by using different types of clauses, phrases, and connectors to convey complex ideas.
– Semantics helps readers interpret texts by accessing the meanings of words, phrases, and sentences in relation to their context. It also helps writers produce texts by choosing appropriate words, phrases, and sentences to convey their intended message.
– Pragmatics helps readers interact with texts by considering the purpose, audience, tone, and genre of the text. It also helps writers adapt texts to different situations by adjusting their purpose, audience, tone, and genre.

Theoretical models of reading development

Reading development can be explained by different theoretical models that describe how readers acquire and use various skills and strategies to become proficient readers. Some of the most influential models are:

– The Simple View of Reading: This model proposes that reading comprehension is the product of two components: decoding (the ability to recognize words) and linguistic comprehension (the ability to understand language). According to this model, readers need to master both components to achieve high levels of reading comprehension.
– Scarborough’s Reading Rope: This model depicts reading as a complex skill that involves many strands that are woven together. The strands are divided into two categories: lower-level processes (such as phonological awareness, decoding, sight recognition, fluency) and higher-level processes (such as vocabulary, background knowledge, language structures, verbal reasoning, literacy knowledge). According to this model, readers need to develop both lower-level and higher-level processes to become skilled readers.
– Four-Part Processor Model: This model describes reading as a cognitive process that involves four parts: orthographic processor (the part that recognizes letters and words), phonological processor (the part that converts letters into sounds), meaning processor (the part that accesses word meanings), and context processor (the part that uses background knowledge and inference to construct meaning). According to this model, readers need to coordinate these four parts efficiently to achieve fluent reading.
– Carol Tolman’s Hourglass: This model illustrates reading as an hourglass-shaped process that involves three phases: before reading (the phase where readers activate prior knowledge, set a purpose, and make predictions), during reading (the phase where readers monitor comprehension, use strategies, and make connections), and after reading (the phase where readers summarize, evaluate, synthesize, and apply what they have read). According to this model, readers need to engage in these three phases actively to enhance their comprehension.
– Ehri’s Phases: This model identifies four phases of word recognition development: pre-alphabetic phase (the phase where readers recognize words by visual cues such as logos or pictures), partial alphabetic phase (the phase where readers recognize words by some letters or sounds), full alphabetic phase (the phase where readers recognize words by all letters and sounds), and consolidated alphabetic phase (the phase where readers recognize words by chunks or patterns of letters). According to this model, readers need to progress through these four phases to become fluent word readers.

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