cognitive foundations of reading and writing

Yet better writ-. •  Lexical decoding, word knowledge, and syntax components refer to word-and sentence-reading skills. Second, comprehension requires the reader to interpret and integrate information from various sources (the sentence being read, the prior sentence, prior text, background knowledge, and extraneous information) (Goldman, Graesser, and van den Broek, 1999; Graesser, Gernsbacher, and Goldman, 2003; Graesser, Singer, and Trabasso, 1994; Kintsch, 1998; Kintsch and van Dijk, 1978; McCardle, Chhabra, and Kapinus, 2008; Rapp et al., 2007; Rumelhart, 1994; Snow, 2002; Trabasso and van den Broek, 1985; van den Broek, Rapp, and Kendeou, 2005). More knowledge about how shared and unshared neurocircuits organize for reading and writing could help in the design of instruction that maximizes the carryover of skills from one domain to the other (e.g., identifying when and why focusing on spelling might impact silent reading or vice versa). Generalization to adult learners may not be straightforward. Strategy instruction seems most effective when it incorporates ample opportunities for practice (Kamil et al., 2008; Pressley and Wharton-McDonald, 1997; Pressley et al., 1989a, 1989b). There is a dearth of experimental evidence on how to build adaptive attributions and motivations for struggling adult readers and writers during the course of intervention, although research with children and adolescents with reading disabilities is emerging (Guthrie et al., 2009; Lovett, Lacerenza, and Borden, 2000; Morris et al., 2010; Wigfield et al., 2008; Wolf, Miller, and Donnelly, 2000). But "colonel" represents a systematic relationship between only its initial and latter units, not its medial ones (contrast this with the systematic relationship in "colon"). From the cognitive perspective of learning to read, reading comprehension (or, simply, reading) is the ability to construct linguistic meaning from written representations of language. Teaching the language skill of phonological awareness, for example, results in better spelling performance for those who are weak spellers (Bradley and Bryant, 1985; O’Connor, Notari-Syverson, and Vadasky, 1996). Being thought of as “successful” or “achieving” or, at the other extreme, “unsuccessful” and “failing” can produce low-literacy learning and even, in some cases, what is identified as disability (McDermott and Varenne, 1995). The Cognitive Foundations of Learning to Read. The process approach is a “workshop” method of teaching that stresses extended writing opportunities, writing for authentic. Thus caution must be applied in generalizing the findings to populations of adults who need to develop literacy skills later in life. The Direct and Inferential Mediation Model (DIME; Cromley and Azevedo, 2007), for example, focuses on five general factors that affect comprehension and that every comprehension theory includes in some form: (1) background knowledge, (2) word-reading, (3) vocabulary, (4) strategies, and (5) inference procedures. •  To develop vocabulary, use a mixture of instructional approaches combined with extensive reading of texts to create “an enriched verbal environment.” High-quality mental representations of words develop through varied and multiple exposures to words in discourse and reading of varied text. The following are recommended books for parents and educators on the cognitive science of reading, best practices in reading and writing instruction, reading motivation, and the benefits of reading aloud to children. 3. For example, older adults can have difficulty with important inferences that require remembering text from one sentence to later ones. MyNAP members SAVE 10% off online. Third, each reader has at least an implicit standard of coherence used while reading to determine whether the type and level of comprehension. Sentence complexity varies as a function of several factors, such as genre (Hunt, 1965; Scott, 1999; Scott and Windsor, 2000). Experiments are needed to identify how to deliver motivating instruction that encourages engagement with and persistence in writing and to explain how the practices work (via improved self-efficacy, improved self-regulation, etc.) Learners with limited or fragmented knowledge of a subject typically apply general and relatively inefficient strategies in an inflexible manner (Alexander, 1997; Alexander, Graham, and Harris, 1998). When the connections between reading and writing are made explicit during instruction, a more integrated system of literacy skills develops and learning is facilitated. The knowledge behind this ability must be explicit, not implicit. It will be important to extend the research to reading beyond the word level and to writing. These forms include symbols, numeric symbols, icons, static images, moving images, oral representations (available digitally and in other venues), graphs, charts, and tables (Goldman et al., 2003; Kress, 2003). Literacy, or cognition of any kind, cannot be understood fully apart from the contexts in which it develops (e.g., Cobb and Bowers, 1999; Greeno, Smith, and Moore, 1993; Heath, 1983; Lave and Wenger, 1991; Markus and Kitiyama, 2010; Nisbett, 2003; Rogoff and Lave, 1984; Scribner and Cole, 1981; Street, 1984). For example, a ubiquitous problem among unskilled readers is the tendency to minimally process propositions, rely too much on what they “know” about the topic from their own experience, and miss parts of the text that do not match their experience. Principles of Instruction for Struggling Learners. principles of instruction related to developing each of these components. Writing also depends on specialized knowledge beyond the level of specific sentences: knowledge of the audience (Wong, Wong, and Blenkinsop, 1989), attributes of good writing, characteristics of specific genres and how to use these elements to construct text (Englert and Thomas, 1987; Graham and Harris, 2003), linguistic knowledge (e.g., of words and of text structures that differ from those of speech) (Donovan and Smolkin, 2006; Groff, 1978), topic knowledge (Mosenthal, 1996; Mosenthal et al., 1985; Voss, Vesonder, and Spilich, 1980), and the purposes of writing (Saddler and Graham, 2007). These findings are consistent with qualitative research showing that two practices common among exceptional literacy teachers are (1) dedicating time to writing and writing instruction across the curriculum and (2) involving students in varying forms of writing over time (Graham and Perin, 2007b). Rather, the instruction may need to be adapted in particular ways to help learners overcome specific reading, writing, and learning difficulties, as discussed later in the chapter. The range of skill components to be practiced and the amount of practice required are substantial for the developing reader. •  Maladaptive attributions, beliefs, and motivational profiles of struggling learners need to be understood and targeted during instruction. Strategies/Theoretical Foundations The cognitive and constructivist strategies that we have used successfully in our reading Semantics deals with the meaning components of language, both at the level of individual units (words and their meaningful parts, or morphemes, such as "pre" in the word "preview") and at the higher levels that combine these units (morphemes into words, words into sentences, sentences into discourse). For example, children and adolescents spend very little time planning and revising, whereas more accomplished writers, such as college students, spend about 50 percent of writing time planning and revising text (Graham, 2006b; Kellogg, 1987, 1993a). This principle is based on solid evidence (but often from studies of young students) that effective intervention for literacy learning problems directly targets specific difficulties in literacy skills (Fletcher et al., 2007; Foorman et al., 1998; Lovett, Barron, and Benson, 2003; Morris et al., 2010; Swanson, Harris, and Graham, 2003; Torgesen et al., 1999). Skills in basic parsing of syntax may remain intact throughout the life span (Caplan and Waters, 1999), although age-related declines in processing capacity may reduce comprehension of syntactically complex text (Kemper, 1987; Norman, Kemper, and Kynette, 1992). SOURCE: Adapted from Graham and Perin (2007a). It covers the essential components of reading development and best practices in reading instruction and assessment as identified by reading research. For example, when children with reading disabilities have received strategy instruction, some appear to remain novices relative to their more able peers because they fail to transform simple strategies into more efficient forms (Swanson, Hoskyn, and Lee, 1999; Zimmerman, 2000a, 2000b). Basic writing skills include planning, evaluating, and revising of discourses; sentence construction (including selecting the right words and syntactic structure to convey the intended meaning); and text transcription skills (spelling, handwriting, keyboarding, capitalization, and punctuation; Graham, 2006b). Box 2-2 summarizes. Much of the research has focused on identifying the neurocircuits (brain pathways) associated with component processes in reading and writing at different stages of typical reading development, and differences in the progression of brain organization for these processes in atypically developing readers. For less skilled readers, explicit instruction, combined with discussion and elaboration activities that encourage using the words to be learned, can improve vocabulary and facilitate better reading comprehension (Curtis and Longo, 2001; Foorman et al., 2003; Klinger and Vaughn, 1999; Stahl and Fairbanks, 1986). NOTE: The practices are listed in descending order by effect size. Word reading also requires being able to recognize sight words that do not follow regular patterns of letter-sound correspondence (e.g., “yacht”). Differentiated instruction is the term used for teaching that meets individual and small group needs by providing learning activities and supports for the development of skills that have not yet been acquired but that are necessary to move through an instructional sequence. The principles of reading and writing instruction presented thus far are equally important for both typically developing and struggling learners. Although the components are presented separately here for exposition, reading involves an interrelated and interdependent system with reciprocity among the various components, both within reading and between reading and writing. 2006; Graesser, Haberlandt, and Koizumi, 1987; Griffin, Jee, and Wiley, 2009; Miller, 2009; Miller and Stine-Morrow, 1998; Miller, Cohen, and Wingfield, 2006; Miller et al., 2004; Noordman and Vonk, 1992). Most research has concentrated on young children at the beginning of reading development and on older adults at the opposite end of the life span who are proficient readers benefiting from the fruition of knowledge growth but beginning to experience some declines in processing capacity. Although experimental research has focused mainly on the use of effective reading strategies, research is needed to determine how best to combine strategy instruction with other practices that may further facilitate the development of comprehension. Proposed by Graesser and McNamara (2010), the multilevel text model, which extends earlier research by Garrod and Pickering (2004), Kintsch (1998), and Zwaan and Radvansky (1998), identifies seven main components of text processing that affect comprehension: lexical decoding, word knowledge, syntax, genre and rhetorical structure, textbase, situation model, and pragmatic communication (see also Graesser and McNamara, 2011; Kintsch, 1998; Perfetti, 1999). •  Summarizing reading passages in writing. It is important, therefore, to offer reading and writing. The standard varies depending on such factors as the person’s reading goal, interest, and fatigue. Instruction should support the development of knowledge, including background, topic, and world knowledge. Early studies implicated several posterior regions of the left hemisphere (LH) as critical to reading behavior, including the angular gyrus in the parietal lobe and the fusiform gyrus in the occipitotemporal region. Part 4 conveys additional principles for intervening specifically with learners who have difficulties with learning to read and write. Instructional programming can be designed and delivered so that all reading and writing components are developed as needed and support each other (Englert et al., 1995, 1998; Roberts and Meiring, 2006). to improve writing. •  Full processing of the textbase (propositions explicitly stated in the text) is needed for accurate comprehension. For example, less skilled readers often have limited knowledge of narrative or expository text structures and do not rely on structural differences in text to assist their reading (Meyer, Brandt, and Bluth, 1980; Rapp et al., 2007; Williams, 2006). Instructional Resources - Literary References. These include goal setting and planning (e.g., establishing rhetorical goals and tactics to achieve them), seeking information (e.g., gathering information pertinent to the writing topic), record-keeping (e.g., making notes), organizing (e.g., ordering notes or text), transforming (e.g., visualizing a character to facilitate written description), self-monitoring (e.g., checking to see if writing goals are met), reviewing records (e.g., reviewing notes or the text produced so far), self-evaluating (e.g., assessing the. Writing instruction, like reading instruction, needs to develop facility with writing for particular purposes, contexts, and content domains. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. Findings also suggest that the critical analysis of text, such as asking readers to consider the author’s purposes in writing the text; the historical, social, or other context in which the text was produced; and multiple ways of reading or making sense of the text may encourage deeper understanding of text (Bain, 2005; Greenleaf et al., 2001; Guthrie et al., 1999; Hand, Wallace, and Yang, 2004; McKeown and Beck, 1994; Palinscar and Magnusson, 2001; Paxton, 1997, Romance and Vitale, 1992). Several studies using diffusion tensor imaging (DTI) also reveal reduced white matter connectivity for several pathways that support interregional communication among these LH foci (e.g., Niogi and McCandliss, 2006). These realities make it especially important to understand the social and cultural contexts of literacy and to offer instruction that develops literacy skills for meeting social, educational, and workplace demands as well as the learner’s personal needs. Reading is a complex skill, and, like other complex skills, it takes well over 1,000 hours, perhaps several times that, to acquire fully. The application of these skills and processes is interrelated and varies depending on the task and purpose of the writer. The likelihood of transferring a newly learned skill to a new task depends on the similarity between the new task and tasks used for learning (National Research Council, 2005), making it important to design literacy instruction using the literacy activities, tools, and tasks that are valued by society and learners outside the context of instruction. BOX 2-5Effective Practices in Writing Instruction. Again, these findings must be verified with adult learners. A small body of research on cognitive aging has, however, examined differences in reading and writing processes between younger and older adults, although some studies examine change in cognitive functions from the late 30s or 40s. A list of the most important foundational skills addressed by Edublox programs include: Concentration. Our programs develop and automate the cognitive foundations of reading, spelling, writing, mathematics, and the skills required in the learning of subject matter. The field of cognitive neuroscience is opening windows on the brain mechanisms that underlie skilled reading and writing and related difficulties. To be effective, teachers of struggling readers and writers must have significant expertise in both the components of reading and writing, which include spoken language, and how to teach them. Because literacy demands shift over time and across contexts, some individuals may need specific interventions developed to meet these shifting literacy demands. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Without the intent to discover this relationship, the would-be reader will not understand the task before her. •  Interventions that directly target specific literacy difficulties in the context of explicit reading and writing instruction result in better literacy outcomes for struggling readers and writers. The Reading Assessment Database and external links have not been updated since 2009. the ability to decode the words in the text, the ability to understand the language the text is written in. There are at least two possible reasons for the mixed findings to address in future research. This meta-analysis also shows that learners can benefit from the process approach to writing instruction (Graves, 1983), although the approach produces smaller average effects than methods that involve systematic instruction of writing strategies (Graham and Perin, 2007a). Adults who lack reading comprehension skills developed through years of accumulated experience with reading especially might benefit from explicit instruction to develop awareness of text components that often happens implicitly. Embedding vocabulary instruction in reading comprehension activities is another method of developing high-quality lexical representations (Perfetti, 1992, 2007). Knowledge enables, for example, understanding relations among concepts not obvious to the novice, understanding vocabulary and jargon, abstract reasoning (e.g., analogy), making inferences and connections in the text, and monitoring the success of efforts made to comprehend. This ability is based upon two equally important competencies. They also support the learner in gaining automaticity and confidence and in applying and generalizing their new skills. The development of skilled reading and writing (indeed, learning in general) depends heavily on the contexts and activities in which learning occurs, including the purposes for reading and writing and the activities, texts, and tools that are routinely encountered (Beach, 1995; Heath, 1983; Luria, 1987; Scribner and Cole, 1981; Street, 1984; Vygotsky, 1978, 1986). •  Explicitly teach foundational writing skills to the point of automaticity. Teacher beliefs can have a profound impact on the opportunities provided during instruction to develop literacy skills. Descriptions of effective teachers in the K-12 system stress that they are highly reflective in their teaching, mindful of their instructional choices and how they fit into the larger picture for their students, and able to fluently use and orchestrate a repertoire of effective and adaptive instructional strategies (Block and Pressley, 2002; Butler et al., 2004; Duffy, 2005; Lovett et al., 2008b). Research on the component systems associated with writing-related behaviors, such as handwriting (James and Gauthier, 2006; Katanoda, Yoshikawa, and Sugishita, 2001; Menon and Desmond, 2001) and spelling (Bitan et al., 2005; Booth et al., 2001; Richards, Berninger, and Fayol, 2009) is rapidly increasing. However, knowing explicitly that this distinction in meaning is carried by a particular unit in a particular location (i.e., by the last unit in the preceding example) does not come automatically with learning the language. Specifically, across a large number of studies with skilled readers, it is seen that visual word reading (fluent decoding) involves a largely LH circuitry with temporoparietal (TP), occipitotemporal (OT), frontal, and subcortical components (for reviews, see Pugh et al., 2010; Schlaggar and McCandliss, 2007). The past 25 years have seen further progress in modeling the cognitive foundations of reading, writing, and other intellectual skills, and even greater progress in building socially as well as cognitively sophisticated models of instruction. With age, readers tend to rely more on recognizing a whole word as a unit instead of decoding it using phonics skills (Spieler and Balota, 2000), although phonics facility remains essential for reading new words. It is possible to design many ways to provide explicit and systematic reading instruction focused on the learner’s needs using methods and formats that will appeal to learners (McCardle, Chhabra, and Kapinus, 2008). It is possible, however, to confirm certain levels of literacy development by observing the brain activity associated with literacy function. In English, both systematic and unsystematic (or idiosyncratic) relationships exist, and the successful reader must master both. Research on the development of literacy and language in the context of learning domain content for broader learning goals (e.g., Lee, 1993; McKeown and Beck, 1994; Moje, 1995, 1996, 1997) is promising to pursue with adolescents and adults needing both to improve their literacy skills and to develop background and specialized knowledge. In this analysis and in more recent research, comprehension strategy instruction emerges as one of the most effective interventions (Forness et al., 1997; Gersten et al., 2001; Kamil, 2004; Kamil et al., 2008; National Institute of Child Health and Human Development, 2000a). Reading and writing instruction: Toward a theory of teaching and learning. The National Reading Panel analyzed the results of 203 different studies of reading comprehension instruction with students in grades 4 and above and identified eight instructional procedures that had a positive effect on reading comprehension. Activities included writing questions and answers about the material read, taking notes about text, summarizing text, and analyzing and interpreting text through writing. Yet, more than 90 million U.S. adults lack adequate literacy. Internet The level of phonemic awareness is correlated with success in beginning reading. This research included teaching planning strategies together with genre knowledge (see the meta-analysis by Graham and Harris, 2003), revision (Graham, 2006a; Schumaker et al., 1982), handwriting and spelling (Berninger et al., 1997, 1998; Graham, 1999), as well as sentence construction (Saddler and Graham, 2005) and paragraph construction skills (Sonntag and McLaughlin, 1984; Wallace and Bott, 1989). flexibility of knowledge about words (Beck and McKeown, 1986; Perfetti, 2007). Skilled writing especially requires planning and revising (Graham and Harris, 2000a; Hayes and Flower, 1980; Zimmerman and Reisemberg, 1997).

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