Psychological, sociological, and linguistic foundations of reading and writing processes and instruction.
Psychological, sociological, and linguistic implications for learning to read and write are entwined--one does not exist without the others. When all three work together harmoniously, readers are able to decipher and understand text. Educators need to have an understanding of these factors and keep them in perspective for all students in order to identify specific needs. Psychological implications refer to the cognitive processes involved in reading such as how the mind perceives and and processes information during reading. This includes word processing as well as making meaning. Sociological implications include social aspects of instruction and practice as well as students' individual cultures and environments. Linguistic implications are comprised of the roles of written and oral language in reading. This includes vocabulary understanding as well as writing conventions.
The first artifact I have selected is the first chapter in Ashby, Clifton, Pollatsek, & Rayner's book, The Psychology of Reading (2nd ed.) (2012). This chapter discusses the psychological foundations of reading. The authors describe concepts related to mental processes in general and related to reading in particular. They discuss previous research related to human information processing, memory, and eye movement as they relate to reading. The second artifact I chose is the second chapter in The Psychology of Reading (2nd ed.) (2012). This chapter provides insight into the key features of English as a written language and how it relates to oral language and reading. The third artifact I selected is the second chapter in Burke, Goodman, & Watson's book, Reading Miscue Inventory: From Evaluation to Instruction (2005). This chapter describes psychological, sociological, and linguistic implications for readers. The authors state that children have knowledge about many facets of their language and can closely approximate the language of adults in their environment by the time they begin school. They discuss how children's social and linguistic experiences effect their reading and writing. The fourth artifact is a diagram from Burke, Goodman, & Watson's book, Reading Miscue Inventory: From Evaluation to Instruction (2005) (p. 37). This diagram represents the fluid and interrelated strategies used when reading to make sense of the text. These artifacts demonstrate my competence in the bodies of research concerning the psychological, sociological, and linguistic implications for reading and writing processes in the classroom.
Psychological, sociological, and linguistic implications for learning to read and write are entwined--one does not exist without the others. When all three work together harmoniously, readers are able to decipher and understand text. Educators need to have an understanding of these factors and keep them in perspective for all students in order to identify specific needs. Psychological implications refer to the cognitive processes involved in reading such as how the mind perceives and and processes information during reading. This includes word processing as well as making meaning. Sociological implications include social aspects of instruction and practice as well as students' individual cultures and environments. Linguistic implications are comprised of the roles of written and oral language in reading. This includes vocabulary understanding as well as writing conventions.
The first artifact I have selected is the first chapter in Ashby, Clifton, Pollatsek, & Rayner's book, The Psychology of Reading (2nd ed.) (2012). This chapter discusses the psychological foundations of reading. The authors describe concepts related to mental processes in general and related to reading in particular. They discuss previous research related to human information processing, memory, and eye movement as they relate to reading. The second artifact I chose is the second chapter in The Psychology of Reading (2nd ed.) (2012). This chapter provides insight into the key features of English as a written language and how it relates to oral language and reading. The third artifact I selected is the second chapter in Burke, Goodman, & Watson's book, Reading Miscue Inventory: From Evaluation to Instruction (2005). This chapter describes psychological, sociological, and linguistic implications for readers. The authors state that children have knowledge about many facets of their language and can closely approximate the language of adults in their environment by the time they begin school. They discuss how children's social and linguistic experiences effect their reading and writing. The fourth artifact is a diagram from Burke, Goodman, & Watson's book, Reading Miscue Inventory: From Evaluation to Instruction (2005) (p. 37). This diagram represents the fluid and interrelated strategies used when reading to make sense of the text. These artifacts demonstrate my competence in the bodies of research concerning the psychological, sociological, and linguistic implications for reading and writing processes in the classroom.