Toward a theory of how young children learn to read in the ZPD: Implications for research and practice

• Main Author: Wiles, Bradford Broyhill
• Other Authors: Human Development
• Format: Others
• Published: Virginia Tech 2014
• Subjects: Emergent Literacy; Shared Reading; Zone of Proximal Development; Metacognition; Cognitive Development.
• Online Access: http://hdl.handle.net/10919/32058; http://scholar.lib.vt.edu/theses/available/etd-04302008-152304/

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