Title page for ETD etd-04302008-152304

Type of Document

Master's Thesis

Author

Wiles, Bradford Broyhill

Author's Email Address

bwiles@vt.edu

URN

etd-04302008-152304

Title

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

Degree

Master of Science

Department

Human Development

Advisory Committee

Advisor Name	Title
Fu, Victoria R.	Committee Chair
Benson, Mark J.	Committee Member
Mancini, Jay A.	Committee Member

Keywords

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

Date of Defense

2008-04-24

Availability

unrestricted

Abstract

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.

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