Reading Specialist, Part 25
Question 1: Discuss how introducing word families helps students understand the alphabetic principle.
Answer 1: Knowing that words containing the same sound pattern will often share spelling patterns is important for a child to know. When a child learns that a number of frequently occurring patterns of spelling occur and has learned that these spelling patterns can be generalized, the child will be able to analyze and identify unfamiliar words more efficiently. The major value of word families, also known as phonograms, in kindergarten is that they give the student the opportunity to practice decoding the beginning letters in a word. It should not be expected that the children will learn to use the word families in generative ways. In other words, they are not expected to learn word families as a means of independently decoding new words. Word families give children more practice with the application of the alphabetic principle.
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Question 2: Discuss constructivist theory and how it relates to learning.
Answer 2: A major portion of constructivist theory is the idea that learning is an active process in which those who learn build new ideas or concepts based upon their current and past knowledge. Those who learn select and transform information, build a hypothesis, and make decisions that rely on a cognitive structure in order to make it work. Cognitive structures such as mental models or schema provide meaning and organization to experiences. This lets the individual go beyond the information that is given there. In constructivist theory, instruction should address:(1) a predisposition towards learning, (2) the different ways knowledge can be built so that the learner most readily grasps it, (3) the most effective sequences in which material can be presented, and (4) the nature as well as pacing of rewards and punishments.
Question 3: Provide examples of methods of increasing prior knowledge.
Answer 3: Accretion is one form of increasing prior knowledge. Each time something new is taught or referred to in a class, there are traces of it that are left in a student's memory. Tuning happens when students modify and reshape information they receive until it fits their needs. Reconstruction occurs when students learn something that goes against what they previously thought was true. Students can build on what they already know when they can expand on terms and information they understand. Increased background information on more in-depth ideas about a topic also helps the student better understand what is being read. Students can also provide real-life experiences to help with understanding.
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