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COGNITIVE DEVELOPMENT AND READING - Coggle Diagram
COGNITIVE DEVELOPMENT
AND READING
Matching Reading and Individual Learning Styles
Two Ways
Teaching Reading Through Modality Strengths
Visual Learners
Read with Books, Ditto Sheets, Films, Film Strips, Computer software, etc.
Learn best by seeing and analyzing visual aids
Auditory Learners
Tape Recordings, Audio Books, Read-Alouds, Podcasts, Recorded Lectures, etc.
Learn best by listening and speaking
Tactile/Kinesthetic Learners
Task cards, Games, Learning Circles, Flip Charts, Cut-outs, Puppets, Sandpaper and Clay Words, and through Kinesthetic Materials, Floor Games, etc.
learn best by touching, moving, and doing physical activities
Teaching learners to read through their strongest sense(s)
Teaching Reading to Global and to Analytic Learners
Global Learners
Learn best with big-picture concepts
Focus on stories over facts
Respond to emotions, fantasy, and humor
Process information in patterns
Identify main ideas easily
Prefer stories over memorization
Use context to understand new words
Analytic Learners
Learn best through step-by-step, logical instruction
Prefer problem-solving with logic and structure
Enjoy puzzles and following precise directions
Pay attention to details like measurements and assembly steps
Retain factual information easily (dates, names, specifics)
Excel in phonics and applying its rules
Analyze and identify details when reading
No single teaching approach is best for all students.
Carbo, Dunn, and Dunn (1986)
Teaching students to read using their perceptual strengths boosts reading gains.
Students perform better when taught through their strengths and struggle when taught through their weaknesses.
Hands-on materials and audiobooks help students with visual memory and auditory challenges.
Necessary! Especially in the beginning grade levels.
Learning Styles: Stimuli and Element.
Affected by
Sociological needs
With someone/ on a group
Individual
Physical Characteristics
Purely biological in nature
Perceptual Strengts
Intake
Time of day
Mobility
Own emotionality
Although biological in nature, it emotional elements are developmental
Responsiblity
Structure
Persistence
Motivation
Psychological Inclinations
Global
Analytic
Hemispheric Preference
Impulsive
Reflective
Immediate Environment
Where they are trying to learn. Reactions to environmental simuli are determined by their biological makeup.
Light
Temperature
Sound
Design
Formal
Informal
INTELLIGENCE AND READING
INTELLIGENCE
How is intelligence measured?
by tests, subtests, etc.
can be scored both for
mental age (MA) and intelligence quotient (IQ)
MENTAL AGE
mental maturity
present expectancy and short-term prediction
INTELLIGENCE QUOTIENT
mental development or brightness
prediction over a period of years
wide range of ability levels in classes
There's
positive correlation
of reading test achievement scores and intelligence test scores
nature and nurture
What are the types of intelligence?
The theory of
MULTIPLE INTELLIGENCES
by Howard Gardner
Music
musical forms
Interpersonal
distinctions in moods, intentions, and feelings of other people
Spatial
accurate visual-spatial world
Logical-mathematical
numbers; to reason well
Interpersonal
self-knowledge
Linguistic
words; orally or in writing
Bodily-kinesthetic
ideas and feelings using the body
Multiple intelligences and the teaching of reading/writing
Whole language and integrated language instruction
make use of specific activities that involve students in each of other intelligences
Reading or writing and linguistic intelligence are
directly related
Different engagement activities provide an
ideal environment for nurturing highly developed intelligences
in natural contexts and in practical ways
What is intelligence?
Intelligence
is
the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment.
:
Cognitive Development
Concept Development
CONCEPT DEVELOPMENT AND READING
What is Concept?
Forming Concepts
Assimilation
Accomodation
Some Considerations
Direct Experience
Verbal Stimuli
Memorization vs. Conceptualization
Difference between Socioeconomic Backgrounds
Concept Development Level
Generalizations and Relationships in Learning
Recommended activities on how to help students develop their cognitive operations
Semantic Mapping
Outlining
Diagramming
Language Development
Piaget’s stages of cognitive development
Sensori-motor stage
Pre-operational stage
Concrete operational stage
children begin to think logically about concrete events and objects. They can understand the relationships between individual parts and how they form a whole. Abstract and hypothetical thought, however, remains challenging.
Justification
Transitivity
Decentering
Conservation
Classification
Reversibility
Seriation
Logical Thought
Formal Operational Stage
During this stage, adolescents develop the ability to think abstractly, hypothetically, and systematically
Abstract thought
Hypothetical Reasoning
Logical thinking
Problem solving
children begin to use symbols, words, and images to represent their understanding of the world. They develop language and engage in make-believe play. However, their thinking is still egocentric and lacks logic
Egocentrism
Centration
Symbolic Thinking
Lack of Reversibility
Animism
Irreversibility
infants use their senses and motor actions to explore and understand the world around them
Object permanence
Cause and effect
Sensory and motor interaction
Experimentation
explains how children's cognitive abilities evolve from infancy through adolescence
Prerequisites to reading
"Think now, read later" school of thought.
Piagetian Applications to teaching:
Teachers should not impose adult standards of logic on children's
thinking.
Instruction must be adapted to students' developmental levels.
Children in preschool and elementary school need to see examples of concepts.
Students should be allowed to experiment with materials, and to
discover information for themselves.
