# data[].attributes.body
This lens emphasizes the importance of prioritizing student-teacher relationships so that students continuously feel safe, loved, and motivated with their academics.

# data[].attributes.body
In order for teachers to make direct connections with their students, they must understand their students' attachment style as this is directly connected to their success in academics. Teachers must also be aware of their own attachment style and how their biases could affect a relationship being built.

# data[].attributes.body
There are three different attachment styles that a child can develop and carry with them through adulthood. These attachment styles are "secure attachment, anxious avoidant, and anxious ambivalent"(Morrow & Tracey, 2017). This theory of Attachment was founded by John Bowlby and Mary Ainsworth. They believed that "children need to have physiological, emotional, and social needs met by developing secure attachments"(Silvestri,2023).

# data[].attributes.body
Barber's "The Role of Motivation Theory in Literacy Instruction" discusses how "a student's connectedness to the teacher and to the topics of texts to be read or written are integral for facilitating internalization of the value of literacy"(Barber, 2019).

# data[].attributes.body
Dramatic Play: This not only promotes a student-teacher relationship as they play and imagine together with puppets, dolls, or toys, but also allows students to hear language by their trusted adult in a playful way.
teachers can act out social stories or situations that mimic what the student is going through in a age-appropriate way. This will set students up for success with other skills such as reading and writing too because as they listen to the scenarios, they will develop a new set of vocabulary, background knowledge, and most importantly, trust from the developing relationship which will transfer over to all of their academic areas in a positive way.

# data[].attributes.body
Using a strategy such as dramatic play is proven by research to "lead to high self-efficacy and a strong belief in one's capacity to accomplish a given task, which will cause students to follow the path of high-level goal setting and a deep commitment toward attaining them"(Bandura, 1991).

# data[].attributes.body
This lens "shows the integration of new knowledge with existing knowledge can only occur when the learner is actively engaged in the learning process"(Tracey & Morrow, 2017).  Learning is a never ending journey where each student constructs their own message while reading about a new topic. This theory was founded because of the conflicting ideas the behaviorist lens brought. Researchers found that learning was more natural and couldn't necessarily be observed externally. It's something that happens internally.

# data[].attributes.body
John Dewey's Notion of Learning was based upon the Unfoldment Theory. This emphasized "the growth of the individual, the importance of the environment, and the role of the teacher in students’ learning"(Tracey & Morrow, 2017). Reasoning and Decision Making are at the center of Inquiry Learning, which was Dewey's philosophy. This relates back to the Affective Lens as the main belief was surrounded by teachers holding a major responsibility to create genuine relationships in the classroom in order to achieve student success.

# data[].attributes.body
Schema Theory: "People have schemata for everything

in their lives including people, places, things, language, processes, and skills"(Tracey & Morrow, 2017). The more experience an individual has with a topic, the easier it will be to learn new information.

# data[].attributes.body
Lousie Rosenblatt (1978) paved the way for the Transactional/Reader Response Theory that builds upon the Schema Theory. Rosenblatt argues that,  "all readers have individualized reading experiences because each reader has unique background schemata"(Tracey & Morrow, 2017). When a student has background knowledge in a topic, they are going to have a different understanding while reading in comparison to someone else who does not.

# data[].attributes.body
Metacognitive Theory: This theory is based around the idea and process of being aware of your own thinking while reading. Flavell and Brown are responsible for this theory as they studied how children were aware of their own cognitive processes and "began to search for alternatives that would offer greater opportunities for building students' independent comprehension abilities"(Duffy, 2002). This theory relates back to the Affective Lens as students can't build these strong independent skills without a solid relationship built with their teacher.

# data[].attributes.body
Piaget created the Theory of Cognitive Development, which describes "how children's quality of thinking changes over time"(Penn, 2008). There are four different factors that also assist in the way a person thinks as they grow. These factors include biological maturation, activity, social experiences, and equilibration.  A child's growth, thinking, and progress in reading is dependent upon the time parents spend creating a literacy-rich environment that includes reading together and reading aloud. In the classroom, teachers must recognize their students' developmental stage in order to lead them to success.

# data[].attributes.body
Theorists such as Piaget were committed to this lens as the focus was more so on early development and how early reading development can be facilitated in terms of behavior or stages of development. He was believed to be a Constructivist however, building his beliefs around this Lens as well.

# data[].attributes.body
The Maturation Theory (Morphett and Washburne) was based around the ideas that literacy instruction did not need to happen until students reached grade school. This was "the dominant theory in reading education from the 1930s until the 1950s, affecting the literacy instruction of millions of American children. As a result of this theory, formal reading instruction was withheld from children both at home and at school until children reached the mental age of 6½ years because it was believed if they started too early, it would be detrimental to their development"(Tracey & Morrow, 2017).

# data[].attributes.body
One important activity that is supported by the developmental theory is using big books during literacy lessons in order to read aloud for comprehension, build vocabulary and oral language, and build upon students' phonemic awareness. A big book is described as "a high-quality children’s book that is printed by the publisher in a greatly enlarged size"(Holdaway, 1979). This activity relates back to the Affective Lens as it practices building those positive student-teacher relationships. It reminds them of their experiences they had at home early on with reading in their parents lap. It relates to the Constructivist Lens as it introduces the characteristics of comprehension. Students will begin to develop comprehension skills as they use their background experiences to individually connect to the story in front of them.

# data[].attributes.body
It is well documented that home literacy experiences prior to formal literacy instruction are important for the development of a number of pre-reading and oral reading abilities, including phonological sensitivity and understanding of print (Burgess, 2002; Raz & Bryant, 1990; Snow, Burns, & Griffin, 1998).

# data[].attributes.body
The Cognitive Lens portrays "the internal workings of the mind as individuals engage in complex mental activities"(Tracey & Morrow, 2017).  This Theory came about due to researches wanting to focus more so on the stimulus meaning and how the brain internalizes complex mental activities.

# data[].attributes.body
Information processing is one main type of lens within cognitive processing. Gough(1972) allows us to understand a little bit more about the mind and how knowledge is obtained and stored away throughout different storage systems. When thinking about the brain, this lens relates back to the Metacognitive Theory as the belief of being aware of your thinking and the way we process information is discussed.

# data[].attributes.body
One example of a classroom activity that relates to the Cognitive Lens is incorporating phonemic awareness. Children who acquire this ability are able to hear rhyming words and can segment individual sounds out of words and blend them together again"(Tracey & Morrow, 2017). These phonemic awareness activities relate back to the cognitive lens as "students have to make meaning of print using both bottom-up and top-down cognitive processes through phonemic awareness, vocabulary, and comprehension. During this, students are using their context and perspective, background knowledge, and strategic knowledge simultaneously"(Silvestri, 2023).

# data[].attributes.body
This lens emphasizes the way human interaction directly influences a learner's particular learning experience. This theory describes that "the ability to read is related to social functioning-that is, that individuals learn to read as a means to accomplish personal goals, related to basic life functioning"(Halliday, 1975). It was founded by Bandura after studying children watch and learn about a particular topic by watching another peer model it. For example, previously, researchers believed it was enough for children to learn by either being rewarded or punished. After Bandura did a study on children watching adults play, he found that behavior also relies on the way it is modeled to them first. If they see a child play with a doll aggressively, they will be curious and do the same as well.

# data[].attributes.body
One major theory derived from the Social lens is Bandura's "Social Learning Theory" or "Cognitive Theory." This theory was based upon the idea that humans learn through four major stages when observing others; attention, retention, reproduction, and motivation. From observing others' behaviors and patterns, humans obtain more information than only trying it themselves. Modeling is a huge component in the way children will not only behave, but also in the way they will develop a particular attitude towards developing literacy knowledge.

# data[].attributes.body
This lens specifically relates back to the Affective Lens as there is a heavy emphasis on understanding students' behavior and how their home environment can heavily impact that. The affective lens shows us that there can be different attachment styles developed from how their needs were met as children that also impact their learning in school or motivation to learn. The social lens is similar in that parents provide the basis for students will behave in the classroom and if they respond well to student-teacher relationships.

# data[].attributes.body
This lens focuses on the ideas that ""there are four dimensions: disrupting the commonplace, interrogating multiple viewpoints, focusing on socio-political issues, and taking action and promoting social justice"(Lewison, et. al, 2002). These four dimensions work together to give students the confidence to feel seen and heard as who they are in the classroom. It provides opportunities for students to understand the importance in critically analyzing an issue from a variety of perspectives, where they can accurately learn how to take a stand towards social justice. An example of fostering this theory in the classroom would be by teachers reading and providing multiple different texts so that students could clearly talk about the multiple viewpoints that exist on a particular topic.

# data[].attributes.body
The critical lens relates to the rest of the theories as it also focuses on how both the student's home environment and classroom environment can play a huge factor in the way students are able to obtain knowledge such as standing up for what they believe in, communicating properly with adults, and developing healthy relationships. More specifically, this lens directly correlates with the Social lens as learning is directly affected by society and the home environment. Students learn from the world around them and in turn, can use literacy to take action and fight for social justice by using a critical eye.

# data[].attributes.body
The Writing theory focuses heavily on the "relationship between the author and the reader"(Rosenblatt, 1994). Although the theory's name is solely based on writing, this theory involves multiple ideas surrounding transactional processes that go hand in hand with both the concepts of reading and writing. When thinking about the true process of writing, there are two different stances humans take when trying to respond to something we have read. One stance is known as, "Efferent reading, where we read the text with the intention of carrying away something for purposes beyond the text. The second stance is "Aesthetic Reading, where the goal is to experience the meaning making behind a text"(Rosenblatt, 1994, as cited in LIT 528 Reading Guide). The reading and writing processes are consistently related, with interactions being solely based upon the transactions we have as we apply our own background knowledge to key takeaways.

# data[].attributes.body
The Writing Theory was founded by Louise Rosenblatt. It came about due to previous theories within the behaviorist lens that were based upon text only having one meaning. Rosenblatt's research indicated that there is actually a transaction happening between a reader and the text, where they create their own meaning based upon previous experiences.

# data[].attributes.body
The Writing Theory connects back to the rest of the theories as it revolves around the students as the center of teaching. Just like with the other lens, teachers need to consistently consider how their previous experiences can affect the way they process new information. More specifically speaking, the Writing Theory directly connects back to the Development Theory because of the ideas that the effect of parents using language in the home correlates with the amount of background knowledge children obtain. When children obtain background knowledge and experiences, they will have an easier time taking away their own meaning from a text.

# data[].attributes.body
The Drive Model of Reading uses a metaphor of driving to explain the processes of reading. For example, our driving destination or purpose for where we are going affects the way we drive and is similar to how our purpose for reading affects our comprehension skills. In order for teachers to keep the focus on comprehension, they need to keep the texts they use in mind as they are "critically influential on reading"(Duke, 2019). This approach relates back to the other theories as behind the major focuses on fluency, comprehension, and motivation, it also emphasizes the importance of students' individuality and teaching for students of varied backgrounds.

# data[].attributes.body
Historically Responsive Reading is described as how "teachers are encouraged to incorporate students' cultures into their teaching as assets to classroom instruction rather than deficits to overcome"(Paris, 2012). t's clear that "students' interest and engagement in learning increase when educators use pedagogies connected to their experiences"(Muhammad, 2020). This model specifically guides teachers in developing content where students feel safe, and aren't just teaching something because it's required even if it's disrespectful. It relates back to each theory as it proves students thrive when they are represented in the content.

# data[].attributes.body
The science of reading approach portrays a heavy emphasis on textual dexterity which is a huge component to student success. This means phonemic awareness should be at the center of daily instruction, with careful attention towards students' backgrounds in language or their experiences in mind. Just like the DRIVE and Historically Responsive model, teachers follow this approach by really keeping students at the center of their instruction so each child feels motivated to learn.