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Theoretical Lenses - Coggle Diagram

- - - - This model supports developing automaticity when reading and reducing text complexity when teaching new comprehension strategies (Silvestri, 2021).
  - - - Connectionism has cognitive information stored as a series of connections between processes and more pairings between processors means stronger, faster connections (making text processing faster) (Silvestri, 2021).
        
        This model supports how you teach to "activate" the different processors like orthographic and meaning (Silvestri, 2021).
    - - Nonlexical (or sublexical) route requires letter-by-letter decoding otherwise known as using phonics as a word-solving strategy which takes longer (Silvestri, 2021).
        
        This model supports using multiple word identification strategies and using repetition to build automaticity (Silvestri, 2021).
  - - - Psycholinguistic Theory is a theoretical model of reading most closely aligned with a "top-down" model (Tracey & Morrow, 2017, p. 204).
- - - - Theory of Literacy Development and Emergent Literacy Theory also supports Whole Language Theory.
- - - - This is a story based on a shared experience that is written collaboratively by the teacher and young students on very large paper (chart paper) (Tracey & Morrow, 2017, p. 178).
  - - - These four spheres create the ecological view of development or an ecological model of human development (Tracey & Morrow, 2017, p. 164).
    - - We use the term "funds of knowledge" to refer to these historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being (Greenberg, 1989; Tapia, 1991; Velez-lbfaez, 1988) (Moll et al., 1992).
  - - - Sign systems include oral and printed language like the alphabet, words, listening, speaking, and writing (Tracey & Morrow, 2017, p. 167).
    - - These topics include the use of speech as a tool for thinking, the role of emotion in thinking, the social nature of thinking, an emphasis on meaningful activity, and ultimately what the notion of the zone of proximal development means in the setting of the language arts curriculum (Smagorinsky, 2013).
  - - - Historically Responsive Literacy is when teaching, learning, and leadership beliefs and practices authentically respond to student's cultural identities, the cultural identities of others, and the social times (Muhammad, 2020).
      - Gay (2010) suggest that students' interest and engagement in learning increase when educators use pedagogies connected to their experiences (Muhammad, 2020).
- - - - Literacy-rich home environments tend to have stronger, more accelerated literacy skills than children who come from homes in which literacy is less emphasized (Tracey & Morrow, 2017, p. 94).
- - - - When researching a topic that will end up as a final project.
    - - Reading for pleasure.
  - - - This is where students writing drafts are assessed in schools.
      - A developing writer should have more opportunities to write for "real" audiences and purposes (Smith, 2019).
    - - Instructional practices such a free writing, peer response groups, and teacher conferences are all associated with this recursive stage model of writing process (Smith, 2019).
      - Writing is a learning transaction in which the writer discovers and learns as they write (Smith, 2019).
    - - Our writing is shaped by who we are today (identity).
      - Our writing is influenced by our personal experiences outside the classroom.
    - - From the motor activities of the body (eyes, hands, body position) in composing that have changed as writing utensils have evolved from pen and paper to keyboard, touch screens, and currently, mobile technologies (Smith, 2019).
      - Different modalities are being used through writing.