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While reading, students are thinking about what they are thinking and comprehending. Teachers provide metacognition strategies throughout the reading process.

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-Goodman, 1946
Process of creating meaning with print.
3 cuing systems; semantic, syntactic, graphophonic
Sees language as whole entity. (reading, writing, speaking, listening all work together)

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- All readers have individualized reading experiences because they come from different backgrounds
- Ex: two children reading about a farm, one grew up on a farm, one has never been
- Teacher looks to reading content for children to make connections with their own lives

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Description: Conceptualizes the way in which knowledge is organized
Strengths: Helps students retain new information by relating it something they already understand
Weaknesses: Doesn't regard environmental setting, Students sometimes distort information so it fits in a specific schema
Examples: Selecting a text based on previous experiences, prior learning

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- created by John Dewy in the 1960's
- learning by doing
- active learning through problem solving or asking questions
- project based learning through exploration by the student

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Learning tasks must be carefully sequenced to minimize frustration
Students are reinforced as they progress through the steps
Little role for student interest or motivation

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Repeated practice over time builds stronger connections -- seeing the right sequences of lettters
The connections are reinforced by external stimuli

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Due to reinforcement
Teachers should provide rewards for deisired behavior (e.g. reading) or punishments for undesired behavior (e.g. not reading!)

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Originated in German psychologists' research in late 1800s
Sought to explain the structure of the mind
Example: research showing eye movements, research demonstrating speed of word reading in connected vs unconnected text

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Rousseau in 1700s France
Child should be exploring his/her interests completely

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Learning is driven by creating mental connections

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Dates back to ancient Greece