Midterm+Review+Topics

=**Readings and Topics Covered**=
 * Note: The theories that have an asterisk (*) beside them will not be on the midterm exam. See Questions page for multiple choice examples of questions that will be on the midterm.**

Tracey & Morrow  - Chapter 1
>>
 * ====Introduction to theories and models ====

 Tracey & Morrow - Chapters 2 & 3
>> Mental Discipline Theory - Plato >> Associationism - Aristotle >> Unfoldment Theory - Rousseau, Pestalozzi, Froebel * >>  Structuralism - Wundt, Cattell, Javal, Quantz, Dearborn* >> Classical Conditioning - Pavlov, Watson >> Connectionism - Thorndike >> Operant Conditioning - Skinner
 * ====Early theories and models of reading, 400 BCE-1899 ====
 * ====Behaviorism, 1900-1950s ====

 Tracey & Morrow - Chapter 4
>> Inquiry Learning - Dewey >> Schema Theory - Bartlett >> Transactional/Reader Response - Rosenblatt >> Psycholinguistic Theory - Smith, Goodman >> Whole Language - Goodman >> Metacognitive Theory - Flavell, Brown >> Engagement Theory - Guthrie, Wigfield*
 * ====Constructivism ====

 Pearson Chapter
>> [] >> >> ==== ====
 * ====<span style="font-family: arial,helvetica,sans-serif;">The Roots of Reading Comprehension - ====

<span class="dimmed_text"><span style="font-family: arial,helvetica,sans-serif;"> Tracey & Morrow - <span style="font-family: arial,helvetica,sans-serif;">Chapter 5 (Group 1)
>> Maturation Theory - Morphett & Washburn* >> Theory of Cognitive Development - Piaget >> Theory of Literacy Development - Holdaway >> Stage Models of Reading - Ehri, Chall, Gough, Frith >> Emergent Literacy Theory - Clay >> Family Literacy Theory - Taylor
 * ====Theories of Literacy Development====

<span class="dimmed_text"><span style="font-family: arial,helvetica,sans-serif;">Tracey & Morrow - <span style="font-family: arial,helvetica,sans-serif;">Chapter 6 (Group 2)
>> <span style="font-family: arial,helvetica,sans-serif;">Sociolinguistic Theory - Bernstein >> Sociocultural Theory - Bronfenbrenner >> Social Constructivism - Vygotsky >> Social Learning Theory - Bandura >> Critical Literacy Theory - Freire
 * ====<span style="font-family: arial,helvetica,sans-serif;">Social learning perspectives ====

<span class="dimmed_text"><span style="font-family: arial,helvetica,sans-serif;">Tracey & Morrow - <span style="font-family: arial,helvetica,sans-serif;">Chapter 7 (Group 3)
>> >> <span style="font-family: arial,helvetica,sans-serif;">Information Processing Model - Atkinson & Shiffrin >> Automatic Information Processing Model - LaBerge & Samuels >> Interactive Model - Rumelhart >> Interactive Compensatory Model - Stanovich >> Gough's Model - Gough* >> <span style="font-family: arial,helvetica,sans-serif;">Phonological-Core Variable Difference Model - Stanovich* >> <span style="font-family: arial,helvetica,sans-serif;"> Parallel Distributed Processing Model/Connectionsim - Seidenberg & McClelland* >> Dual Route Cascaded Model - Colheart & Rastle* >> Double Deficit Hypothesis - Wolf & Bowers* >> Neuroscientific Contributions - Goswami*
 * ====<span style="font-family: arial,helvetica,sans-serif;">Cognitive processing perspectives ====

<span style="font-family: arial,helvetica,sans-serif;">ELA Common Core website: []
>> 1. Balance of fiction and informational text in reading and writing (50/50) >> 2. Evidenced based thinking in reading and writing (E.g., This is the answer because it is on page 3 of the text). >> 3. Complex text and vocabulary development (E.g.,What Tier 2 words are important to know that will help the student? Be explicit and intentional about teaching)
 * ====<span style="font-family: arial,helvetica,sans-serif;">Reading Standards for Informational Text ====
 * <span style="font-family: arial,helvetica,sans-serif;">Key Ideas and Details (1-3)
 * <span style="font-family: arial,helvetica,sans-serif;">Craft and Structure (4-6)
 * <span style="font-family: arial,helvetica,sans-serif;">Integration of Knowledge and Ideas (7-9)
 * <span style="font-family: arial,helvetica,sans-serif;">Range of Reading & Level of Text Complexity (10)
 * Appendix A: Reading, pp 2 - 22; See Glossary of Terms pp 42-43
 * What are the three shifts represented by the ELA CC?