Toward a theory of how young children learn to read in the ZPD: Implications for research and practice
The purpose of this position paper is to propose a comprehensive theoretical model of what can and does occur in the Zone of Proximal Development (ZPD) to extend thinking, learning and construction of meaning within a shared reading activity setting, including the development and emergence of langua...
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| Format: | Others |
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Virginia Tech
2014
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| Online Access: | http://hdl.handle.net/10919/32058 http://scholar.lib.vt.edu/theses/available/etd-04302008-152304/ |
| Summary: | The purpose of this position paper is to propose a comprehensive theoretical model of
what can and does occur in the Zone of Proximal Development (ZPD) to extend thinking,
learning and construction of meaning within a shared reading activity setting, including
the development and emergence of language, literacy and social skills. By incorporating
Lev Vygotskyâ s sociocultural perspective, Jean Piagetâ s dialectical learning, and the
concepts of metacognition, mindfulness, and mind-mindedness, a model depicting the
dynamics of a shared reading activity is proposed. Implications for research and practice
are discussed, including suggestions for future research and ways to foster effective
teaching practices. === Master of Science |
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