Developing Literacy in the Primary Classroom

Woolley, Gary

doi:10.4135/9781473906860

Cited by 7 publications

(9 citation statements)

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“…Reference [2] suggests that there are three cognitive processes that work simultaneously in different levels when someone is reading, they are (a) perceptual, (b) cognitive, and (c) metacgnitive, reading in this first and early stage of course still memory-dependent. However, reading text in students" mother tongue involve the three levels at the same time: they start recognizing the association of pictures and text (perceptual), undertsand the meaning (cognitive), and comprehend them very well (metacognitive) since the texts are all about the life experience they have in memory as a schemata.That is why, in terms of comprehension, this is much better than pronunciation without comprehension.…”

Section: Discussionmentioning

confidence: 99%

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Local Culture Literacy Movement: Empowering Students' Mother Tongues to Promote Cognitive and Affective Development in the Primary Schools

Murni¹,

Solin²

2018

IJLLL

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Previous researches show that students learn better in their mother tongues in the first years of schooling. However, the power of mother tongues as an effective learning resources have been long forgotten. As the consequences, local vocabularies which bring with them local wisdom are replaced with unfamiliar ways of perceiving life which make the first years of schooling become more difficult in terms of cognitive and attitude development. The study was conducted with two purposes: a) To find out relevant learning resources from the mother tongue for students/teachers use in the first years of schooling; b) To describe how these learning resources work in promoting both cognitive and attitude development. The study was conducted in Dairi District in North Sumatera Province. Local wisdoms and narratives were collected, selected, and rewritten to be used as learning resources for students to learn to read. The data were analyzed to show how those learning resources improve students' cognitive achievement (the reading competency) and attitude (the internalization of local wisdom). The results show that students' reading competence and attitude improve better if they are exposed to mother tongues based learning.

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Section: Discussionmentioning

confidence: 99%

“…There are three cognitive processes that work simultaneously in different levels when someone is reading [2]. They are (a) perceptual, (b) cognitive, and (c) metacgnitive.…”

Section: Introductionmentioning

confidence: 99%

Local Culture Literacy Movement: Empowering Students' Mother Tongues to Promote Cognitive and Affective Development in the Primary Schools

Murni¹,

Solin²

2018

IJLLL

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“…Thus, effective reading interventions should include giving more responsibility to the reader by explicitly teaching specific metacognitive skills, such as showing them how to monitor the effectiveness of their comprehension strategies during reading (Schunk, 2005;Woolley, 2014). Personalised reading goals can be very strategic in shifting the locus of control to the student because they encourage engagement in the learning process by actively focusing attention on key ideas (Wyer & Radvansky, 1999).…”

Section: Metacognitive-level Processingmentioning

confidence: 99%

“…Thus, active student engagement is not only an essential element of good instruction, but is also an essential component of good reading (Guthrie et al, 2007;Hay, Elias, Homel, & Frieberg, 2006). It must be emphasised that all students need to apply their newly acquired comprehension strategies over an extended period of time and with different genres to develop the required integration (Woolley, 2014).…”

Section: Metacognitive-level Processingmentioning

confidence: 99%

“…This expanded notion implies that beyond the surface and deep levels, there is another organising or executive level that directs learning. Woolley's model proposes a similar structure (see Figure 1) consisting of: (1) a surface level that involves the sensory decoding of words, phrases and analysing the syntactic language structures of sentences, (2) a deep level of language comprehension that seeks semantic coherence, construction of inferences and situation modelling and (3) a metacognitive level or executive function that operates in the background and determines reading goals, monitors understanding and reflects on learning goals and outcomes (Woolley, 2011(Woolley, , 2014. For example, it is assumed that processing of known word forms takes place at the surface level, Downloaded by [University of Bath] at 05:12 21 June 2016 whereas the processing of the meaning of a new vocabulary takes place at a much deeper level (laufer & Hulstijn, 2001a(laufer & Hulstijn, , 2001b).…”

Section: Introductionmentioning

confidence: 99%

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Reading comprehension intervention for high-functioning children with autism spectrum disorders

Woolley

2016

Australian Journal of Learning Difficulties

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school of education, faculty of science, Health, education and engineering, university of the sunshine coast, ABSTRACTThe prevalence of children with autism spectrum disorders appears to be on the increase and educators are becoming more aware of their educational and social needs. In particular, many students with high-functioning autism have a deficit in reading comprehension. As a consequence, there is now a greater determination by educators to design the most appropriate reading interventions to address their specific learning impairments. This article outlines a balanced instructional framework for reading comprehension intervention that includes a three-levelled structure incorporating language decoding, language comprehension and metacognitive processes. Research suggests that reading comprehension intervention should focus on reading for meaning by incorporating visual and verbal cognitive strategies to enhance the development of local and global inferencing skills. The framework highlights the need to develop language, social and self-regulation abilities in association with dialogic interaction.

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Pupils’ views about their learning in writing: a qualitative study of a primary school in the North East of England

Kokotsaki

2021

Education 3-13

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Developing Literacy in the Primary Classroom

Cited by 7 publications

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Local Culture Literacy Movement: Empowering Students' Mother Tongues to Promote Cognitive and Affective Development in the Primary Schools

Local Culture Literacy Movement: Empowering Students' Mother Tongues to Promote Cognitive and Affective Development in the Primary Schools

Reading comprehension intervention for high-functioning children with autism spectrum disorders

Pupils’ views about their learning in writing: a qualitative study of a primary school in the North East of England

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