Vygotsky in a whole-language perspective

Goodman, Yetta M.; Goodman, Kenneth S.

doi:10.1017/cbo9781139173674.011

Cited by 75 publications

(35 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Its most visible, if somewhat broad, instantiation is seen in the whole language movement for developing a community of readers who write (see, e.g., Goodman & Goodman, 1991). But it has also been used in mathematics by Cobb, Wood and Yackel (1993), who note the similarities between a 2nd-grade classroom and a scientific research community.…”

Section: Transfer Ln Reverse: Pulling Learning Out Of Enriched Meaninmentioning

confidence: 99%

The rediscovery of the active learner in adaptive contexts: A developmental-historical analysis..

Cox¹

1997

Educational Psychologist

View full text Add to dashboard Cite

Section: Transfer Ln Reverse: Pulling Learning Out Of Enriched Meaninmentioning

confidence: 99%

The rediscovery of the active learner in adaptive contexts: A developmental-historical analysis..

Cox¹

1997

Educational Psychologist

View full text Add to dashboard Cite

“…Clay's Reading Recovery is a typical one-to-one tutorial session designed for individual instruction (Clay & Cazden, 1997), but the author believed that social interaction provides the opportunity for children to learn more about the world (Goodman & Goodman, 1997;Holiday & Hasan, 1985). Additionally, there is growing evidence that collaborative learning between peers, regardless of ability, activates the zone of proximal development (Tudge, 1997).…”

Section: The Authoring Cyclementioning

confidence: 99%

Phonics and Semiotics for Early Intervention

Lu¹

2010

IES

View full text Add to dashboard Cite

Clay's Reading Recovery has been one of the most effective one-to-one tutorial sessions. To make the daily lesson more interesting and fully engage the at-risk readers, the author modified Clay's Reading Recovery Program by conceptualizing phonics and semiotics into early intervention. In this case study, three at-risk first graders formed an authors' circle and constructed a variety of signs such as drawing, role playing, storytelling, invented spelling, and kinesthetic movements to expand their potential for understanding and communicating their transaction with the text. The research results positively reflect that phonics and semiotics-based early intervention foster the at-risk early readers' break through the bottleneck to literacy and ensure them on the right track to educational success.

show abstract

“…This is an important factor in student learning (Wang, Haertel, & Walberg, 1993), involving much more than managing student behaviour, but also managing teaching assistants, relations with external experts, and the increasing amounts of technology. In constructivist approaches (Brown & Palincsar, 1989;Goodman & Goodman, 1990) the aim is for students to become autonomous or self-directed learners, free to take risks, assess their own progress and develop the insight necessary to improve their own learning. Teachers therefore need to act in a state of dynamic equilibrium, balancing curriculum structure and open-ended learning, and shifting in response to learners' management skills and their own willingness to relinquish control.…”

Section: Teachers' Rolesmentioning

confidence: 99%

The importance of teaching roles when introducing Personal Digital Assistants in a Year 6 classroom

Hartnell-Young

2009

Technology, Pedagogy and Education

View full text Add to dashboard Cite

This paper analyses the experience of a teacher and her Year 6 class (10-11 yearolds) over a school year, while participating in a pilot project introducing Personal Digital Assistants as a learning tool. The intervention was initiated and supported by the local City Learning Centre, which was concerned with how best to use technologies for learning, and the teacher was prepared to take risks to learn how to use the technology and apply it within the national curriculum. This paper focuses on the roles the teacher played in designing, managing and mediating multi-modal approaches to teaching and learning, while meeting the curriculum requirements. Her creative approach was rewarded with high levels of student engagement, motivation and autonomy across the class, and higher than expected results in the national tests.

show abstract

Vygotsky in a whole-language perspective

Cited by 75 publications

References 0 publications

The rediscovery of the active learner in adaptive contexts: A developmental-historical analysis..

The rediscovery of the active learner in adaptive contexts: A developmental-historical analysis..

Phonics and Semiotics for Early Intervention

The importance of teaching roles when introducing Personal Digital Assistants in a Year 6 classroom

Contact Info

Product

Resources

About