Theoretical Models of Reading

Our text book, Lenses on Reading: An Introduction to Theories and Models, has allowed our class the opportunity to dig deeper and explore various theories and models that have helped shape the world of education. As stated in the preface of the text, "the more lenses through which individuals are able to see the world, the more flexible, and ultimately capable, they can be in responding to and discussing it with others" (Morrow & Tracey, 2017, p.ix).

Before taking this course, I had a very broad and unclear understanding of what the word "theory" really meant. In fact, I just assumed it had to be a proven or stated fact since it sounded very scientific! However, this course opened my eyes to what a theory truly means and how the theories we possess shape our actions and beliefs. According to our text book, individuals (consciously and unconsciously) "adopt particular theories and use them repeatedly throughout their lives to explain a wide variety of experiences. The theories become the 'lenses' through which individuals view the world" (Morrow & Tracey, 2017, p. 3).

Mental Discipline Theory:

Mental Discipline Theory has roots that trace back to the early teachings of Plato and Aristotle. This theory focuses on the importance of exercising the brain regularly. It is summed up in the following quote: "the mind is like a muscle- its various parts, or faculties, need to be exercised regularly (e.g., through the repetitive reciting of texts) in order to become strong and function optimally" (Morrow & Tracey, 2017, p.18).

Classroom Application:

Instruction using the ideas behind the Mental Discipline Theory focus on repetition of skills, sequentially organized lessons, and rote memorization of facts. When students work on memorizing multiplication facts they are engaging in the ideas behind this theory.

Currently, I work with a first grader each day for about 25 minutes. She comes to me because we are evaluating her for Special Education services due to her struggles with reading and math. We are working on learning spelling and phonics patterns. We started with short vowels and although the first part of the session is review, the concepts do progressively get more difficult. We constantly have to go back and review previously learning spelling patterns because they have not quite "stuck" with her. Therefore, repetition is crucial and the Mental Discipline Theory is at work!

Classical Conditioning Theory:

Classical Conditioning Theory contains four main components: an unconditioned stimulus, an unconditional response, a conditioned stimulus, and a conditioned response. This theory, created by Pavlov, was created after he found that eventually dogs will salivate at the sight of their food bowls, even if the bowls are empty. He found that the reason is because of the association the dogs connected with their bowls and the food. Although this theory if behavior based, it can also be applied to emotional states. "Students' and adults positive and negative emotional states become connected to stimuli such as books, tests, teachers, and classrooms" (Morrow & Tracey, 2017, p. 42).

Classroom Application:

Classical Conditioning Theory can be seen in classrooms that use literacy centers or reading groups. While the teacher is working with a small group of students, the other kids know exactly what they are to be working on and what materials they need at that station or center. A teacher might ring a bell or play a song to signal it's time to clean up and switch to the next station. If the teacher does not need to explain what the bell or song signifies (that it's time to switch), then the Classical Conditioning Theory is at play.

According to the text, "From a constructivist viewpoint, learning occurs when individuals integrate new knowledge with existing knowledge... In this theoretical perspective, the integration of new knowledge with existing knowledge can only occur when the learner is actively engaged in the learning process" (Morrow & Tracey, 2017, p. 56). There are three main components to the constructivist approach: learning can be unobservable, learning often comes from results of a "hypothesis-testing experience", and learning results from inferencing, or "reading between the lines".

Transaction/Reader Response Theory:

Transaction/Reader Response Theory is an extension of the Schema Theory created by Louise Rosenblatt. She argued that each person's reading experience is different based on what prior knowledge readers hold about the topic. Two major responses that are discussed in this theory include efferent responses and aesthetic responses. "Efferent responses are fact-oriented. Aesthetic responses are personally and emotionally based" (Morrow & Tracey, 2017, p.64). Rosenblatt believes incorporating both type of responses in literature discussion are necessary and meaningful for students to really dig deeper into a text.

Classroom Application:

Whenever I read aloud a text or have students read in pairs, I really try focus on the personal connection, or aesthetic responses. I believe it helps students stay engaged while helping them think more deeply about their own beliefs. Being able to make text connections is an important skill for students to be able to do throughout the reading process.

Emergent Literacy Theory:

Emergent Literacy Theory "explains early literacy development and provides instructional guidance to promote early literacy growth" (Morrow & Tracey, 2017, p. 93). One of the major beliefs of this theory is that child development is interrelated in the areas of listening, reading, speaking and writing. Strongly contrasting with the beliefs of Maturation Theory, these theorists believe literacy development begins at birth. It also focuses on the important role families have on their child's development.

Classroom Application:

I believe many teachers (especially Pre-K and Kindergarten) could tell you which students in their classes were read to and exposed to print growing up. Kids who have parents who value reading and writing will encourage their children to try while also exposing them to multiple forms, whether children's books, restaurant menus, etc.

Maslow's Hierarchy of Needs:

"Maslow's Hierarchy of Needs Theory proposed that humans have five levels of needs arranged in a hierarchy: physiological needs, safety needs, love and belonging needs, self-esteem needs, and self-actualization" (Morrow & Tracey, 2017, p. 111). Maslow believed that the basic physiological needs must be met before someone could focus on any higher level needs and fully meet those needs. "Maslow's theory, together with the affiliated quantifiable research supporting his theory, indicate that learners' physiological needs provide a foundational base on which any individual's academic success, including literacy achievement, is built" (Morrow & Tracey, 2017, p. 112-113).

Classroom Application:

If students come to school without their basic needs such a food, they will no doubt suffer academically and emotionally. Students need healthy snacks filled with protein or else they will struggle to concentrate if they are constantly starving. Also, if a child comes to school tried, they will most likely not be performing to the best of their ability.

Engagement Theory:

Engagement Theory seeks to provide ways to help all students be engaged learners. According to the text, "engaged readers are those who are intrinsically motivated to read and who therefore read frequently. Engaged readers are also mentally active, using metacognitive strategies to build their understanding of the conceptual content of texts" (Morrow & Tracey, 2017, p. 146). Engaged readers can be found in conversations about books, often recommending certain books to their peers. Students will struggle more academically if they are uninterested or disengaged.

Classroom Application:

Engagement play a critical role in our students learning. At times it can be tricky to figure out who is and isn't engaged. I've learned that a student might be looking right at you, the teacher, but not comprehending much of what is being said! When I ask a question, it becomes obvious that the student was completely zoned out! Keeping students engaged, whether it be socially, or with a topic of interest, is one of the most powerful things we can do as teachers.

Social Learning Theory:

Bandura listed four stages of observational learning: the attentional phase, the retention phase, the reproduction phase, and the reinforcement phase. Bandura is known for his Bobo Doll Experiment in which he showed preschoolers varying degrees of aggression performed on a Bobo doll and then observed the children playing afterwards. "Bandura's research showed that the children who were exposed to the most aggression...were the most likely to display aggression" (Morrow & Tracey, 2017, p. 171).

Classroom Applications:

Social Cognitive Theory can be witnessed in teachers' classroom management strategies. According to Morrow and Tracey, "many teachers will compliment (reinforce) the behavior of one student in the classroom with the expectation that other students in the classroom will imitate that desired behavior" (Morrow & Tracey, 2017, p. 171). Another way teachers use this theory is by scheduling daily D.E.A.R (Drop Everything and Read) time and through the use of think alouds. All of these examples utilize observational learning.

The Automatic Information-Processing Model:

The Automatic Information-Processing Model is a theory that consists of five major parts: visual memory, phonological memory, episodic memory, semantic memory, and attention. The first component is visual memory, where our brain processes the graphic piece of text (this includes the lines and angles that make up letters). Second, phonological memory is where sounds become attached to those graphic images. Episodic memory occurs when “the context that surrounds the target information is recorded” (Morrow & Tracey, 2017, p. 200). Semantic memory is where knowledge is stored. Lastly, there are two types attention: internal and external, depending on if the attention is unobservable (internal) or observable (external). However, “internal attention is the core of LaBerge and Samuels’s model. Internal attention includes three components: alertness, selectivity, and limited capacity” (Morrow & Tracey, 2017, p. 200).

Classroom Application:

The Automatic Information-Processing Model can be seen during reading instruction in many different settings. For example, when working with struggling readers I often witness students who still struggle with decoding. Because these students are still not fluent readers, it is much more different for them to comprehend what they’re reading. The authors state, “the beginning reader’s comprehension can often be compromised if he or she devotes too much attention to accurate decoding of the text… For fluent readers, little or no attention is needed to decode the words, and, as a result, most or all of their attention is available for comprehension” (Morrow & Tracey, 2017, p. 201). However, even if students are fluent readers they can still struggle with comprehending text. In this case their internal attention may not be activated completely to the task at hand.

Morrow, L.M., & Tracey, D.H. (2017). Lenses on reading: An introduction to theories and models (3rd ed.). New York, NY: The Guilford Press.