Theoretical Models of Learning and Literacy Development.

Print version record.

Front cover; theoretical models of learning and literacy development; copyright page; contents; about the author; introduction; part i: new learning; attraction theory; examining other fields; posner's model; history of learning theories; attraction theory; embedding of schemata; summary; references; spacing theory; introduction; anticipation/attention; learned behaviors; cognitive spacing; set (prepare); go (decide/act/hypothesize); strategies for ca; conclusion; references; backwards sequencing theory; introduction; conceptual model; read; reverse read; read again.

Connectivity to other theoriessequencing and learning; sequencing of content; sequencing of skills; instructional design; applications; conclusion; references; read fast, read slow theory; introduction; underlying theories; instructional implications; need for a new model of reading; conclusion; references; experiential learning theory; introduction; historical roots; theoretical frameworks; reflection on experience; holistic adaptation to the world; transaction between self and environment; learning situations; creating new knowledge; practical applications; conclusion; references.

Part ii: further learningextending theory; introduction; vocabulary acquisition; word processing; mapping; toward a new theory of vocabulary acquisition; word form learning; word consciousness; how to extend vocabulary learning; historical changes in vocabulary instruction; references; language creation theory; language appreciation; reading for pleasure; language creation in action; conclusion; references; capital investment theory; introduction; finance; science; history; toward developing a model; conclusion; references; part iii: revised learning; learn over theory; introduction; history.

Reorganization/clean upconclusion; references; e-reading theory; introduction; theories of e-reading; practical applications; conclusion; references.

This book advances theoretical knowledge through rich description of cognitive and social elements of the teaching and learning processes of literacy formation. This text offers ten theories that describe how students learn in the 21st century and how to improve curriculum and instruction towards meeting the current needs of students today.

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