Transactional Theory builds on Schema Theory
Whole language theory buidls on Psycholinguistic Theory.
Both theories emphasize that learning is an internal process.

CONSTRUCTIVIST THEORIES
Constructivism: the integration of new knowledge with existing knowledge

PSYCHOLINGUISTIC THEORY

LANGUAGE CUE SYSTEMS
(Tracey&Morrow, 2017, p. 65)

Syntactic Cues

Semantic Cues

Graphophonic Cues

Beliefs
(Tracey&Morrow, 2017, p. 65 - 66)

Readers rely on LANGUAGE CUEING SYSTEMS to help them rapidly read text.

PREDICTIONS:Students make predictions based on their knowledge of cues

One can gain insight into the cueing system that readers used by analyzing their miscues.

SCHEMA THEORY

Practices
(Tracey&Morrow, 2017, p. 60)

Activate students' background knowledge

Webbing

Vocabulary activities

Anticipation guides

Previewing

Beliefs
(Tracey&Morrow, 2017, p. 60)

People organize everything they know into SCHEMATA or knowledge structures

Restructuring: learners must create a new schema

Schemata are pliant and expandable

Three processes

Accretation: learners take in new information but do not need to change existing schema

Tuning: an existing schema is modified to incorporate new information

Restructuring: learners must create a new schema

INQUIRY LEARNING THEORY

Beliefs
(Tracey&Morrow, 2017, p. 57)

Education's purpose is to produce citizens capable of successfully participating in and contributing to a democratic society.

Practices
(Tracey&Morrow, 2017, p. 57)

Emphasizes problem based learning

Students needs to:
-formulate hypotheses
-collect data
-draw conclusions
-reflect on the original problem and the thinking processes used

Promotes:
-Collaboration
-cooperation
-democracy

METACOGNITIVE THEORY

Practices
(Tracey&Morrow, 2017, p. 70)

EXPLICIT INSTRUCTION of metacognitive strategies

Teachers use the gradual transfer model of teaching.

Beliefs
(Tracey&Morrow, 2017, p. 69)

The goal of metacognitive instruction is to help readers become more aware of their own thinking during the reading process which should lead to increased text comprehension

Metacognition is the process of thinking about one's own thinking

TRANSACTIONAL THEORY

Beliefs
(Rosenblatt, 2013, p. 927-928)

Readers use their "linguistic experiential reservoirs" during reading

Purpose of reading/writing is communication

Every reading act is a transaction involving a particular reader and a particular text

PURPOSES FOR READING/WRITING

Effererent

Aesthetic

TYPES OF RESPONSES

Evocation

Expressed response

Expressed Interpretion

WHOLE LANGUAGE THEORY

Beliefs
(Tracey&Morrow, 2017, p. 67)

Reading is a natural process that children acquire when placed in a high quality literacy environment.

Listening, speaking, reading, and writing are interconnected.

Practices
(Tracey&Morrow, 2017, p. 67-68

Uses authentic pieces of high quality children's literature rather than commercially prepared basal reading series as the primary materials.

Center based activities

Reading and Writing Workshop

CRITICAL LITERACY

Beliefs
(Luke & Freebody, 1997, p.193)

Reading and writing are social activities.

All texts are motivated - there is no neutral position

We learn about reading a writing position from those responsible for our learning.

Institutionally purpose-built repertoires of "selves" are represented in all texts.

Critical Practices
(Luke & Freebody, 1997, p. 214)

What kind of person, with what interests and values, could both write and read this naively and unproblematically?

What is the text trying to do to me? In whose interest?

Which positions, voices, and interests are at play? Which are silent and absent?