1.1 psychological, sociological, and linguistic foundations of reading and writing processes and instruction
Reading is not accomplished by just a few simple steps. There are many things that must happen and processes that must occur simultaneously to achieve success in reading. A reader must have knowledge of the language system and understand how language works in order to interact with text. Their background knowledge and existing schema determines how the information is stored and what meaning it holds. A reader must also know how written text is used in their society and be able to use it in a meaningful way. All of these things work together in the process of reading. Oral language attributes to the understanding of written language, which is added to a reader’s schema. Knowing about each of these systems allows teachers to identify if a student is struggling with one specific system (schema from psychological, or language structure from linguistics) and focus on that system to help the student attain success in reading.
The first artifact is an article called Theoretical Models and Processes of Reading by Robert B. Ruddell, Martha Rapp Ruddell, and Harry Singer (1994). This article describes each of these foundations of reading (psychological, sociological, and linguistic) and explains the importance of each foundation. Each foundation brought new knowledge of how to more effectively teach reading based on things like building background knowledge and oral language skills. The second artifact is a reading and writing process chart that shows how a reader predicts the text, confirms and either accepts the prediction and integrates the information or rethinks the prediction to find something that makes more sense before confirming and integrating. This shows that reading and writing are a constant flow of predicting, confirming, and integrating. The third artifact is another reading strategies chart that shows the flow of sampling the text, predicting what the word might be, confirming or disconfirming, correcting and integrating the information. I included both of these charts to show that even though they are slightly different, they both show that reading is a complex process of systems working together. Many things are happening as a person is reading and having knowledge of these systems and things that should be occurring helps to focus teaching on determining which systems are functioning appropriately and which ones may be causing complications during reading.
Reading is not accomplished by just a few simple steps. There are many things that must happen and processes that must occur simultaneously to achieve success in reading. A reader must have knowledge of the language system and understand how language works in order to interact with text. Their background knowledge and existing schema determines how the information is stored and what meaning it holds. A reader must also know how written text is used in their society and be able to use it in a meaningful way. All of these things work together in the process of reading. Oral language attributes to the understanding of written language, which is added to a reader’s schema. Knowing about each of these systems allows teachers to identify if a student is struggling with one specific system (schema from psychological, or language structure from linguistics) and focus on that system to help the student attain success in reading.
The first artifact is an article called Theoretical Models and Processes of Reading by Robert B. Ruddell, Martha Rapp Ruddell, and Harry Singer (1994). This article describes each of these foundations of reading (psychological, sociological, and linguistic) and explains the importance of each foundation. Each foundation brought new knowledge of how to more effectively teach reading based on things like building background knowledge and oral language skills. The second artifact is a reading and writing process chart that shows how a reader predicts the text, confirms and either accepts the prediction and integrates the information or rethinks the prediction to find something that makes more sense before confirming and integrating. This shows that reading and writing are a constant flow of predicting, confirming, and integrating. The third artifact is another reading strategies chart that shows the flow of sampling the text, predicting what the word might be, confirming or disconfirming, correcting and integrating the information. I included both of these charts to show that even though they are slightly different, they both show that reading is a complex process of systems working together. Many things are happening as a person is reading and having knowledge of these systems and things that should be occurring helps to focus teaching on determining which systems are functioning appropriately and which ones may be causing complications during reading.