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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