Toward a theory of how young children learn to read in the ZPD: Implications for research and practice

The purpose of this position paper is to propose a comprehensive theoretical model of what can and does occur in the Zone of Proximal Development (ZPD) to extend thinking, learning and construction of meaning within a shared reading activity setting, including the development and emergence of language, literacy and social skills. By incorporating Lev Vygotsky's sociocultural perspective, Jean Piaget's dialectical learning, and the concepts of metacognition, mindfulness, and mind-mindedness, a model depicting the dynamics of a shared reading activity is proposed. Implications for research and practice are discussed, including suggestions for future research and ways to foster effective teaching practices.

Name thesis:degree_name

Master of Science

Level thesis:degree_level

masters

Discipline thesis:degree_discipline

Human Development

Department dc:contributor.department

Human Development

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2008

Author dc:creator

• Wiles, Bradford Broyhill

Chair dc:contributor.committeechair

• Fu, Victoria R.

Committee members dc:contributor.committeemember

• Benson, Mark J.
• Mancini, Jay A.

• Emergent Literacy
• Shared Reading
• Zone of Proximal Development
• Metacognition
• Cognitive Development.

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

etd-04302008-152304

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/32058