Exercise of autonomy at one level may inhibit its development at another in early literacy learning¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 1999 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Children accorded large measures of autonomy of participation may not choose activities allowing cognitive autonomy, so their orthographic autonomy may be significantly delayed. → Dombey 1999

Evidence¶

Dombey 1999¶

Dombey, Henrietta; Formisano, Marina Pascucci. (1999). Examining the Notion of Autonomy in the Context of Early Literacy Learning in Four European Countries. https://eric.ed.gov/?id=ED434766

q1 · i? · theoretical · r2

Theoretical argument within the paper's anatomy of autonomy, based on the authors' comparative observation of the four network projects; no effect size or test is reported, and the claim is posed with hedging (may inhibit, may be delayed).

"Exercise of autonomy at one level may inhibit its development at another. Children who are accorded a large measure of autonomy of participation that is control over the initiation of activities, may not choose those activities which allow them cognitive autonomy. Consequently their development of orthographic autonomy may be significantly delayed."

Discussion¶

Related Claims¶

• Not all students in connectivist courses could autonomously direct their own learning, and some felt disconnected and demotivated — the general claim this finding bears on, with the studies behind it
• Autonomy alone cannot secure orthographic mastery: most children need explicit instruction about the orthographic system — related
• In teacher-led big-book reading, children exercise cognitive autonomy by making their own connections between spoken and written words within the activity's boundaries — related
• Conceptions of how children learn literacy are cultural and political as much as scientific, shaping different classroom practices across countries — a broader claim this one bears on
• Guided play outperforms direct instruction or free play on a few early-childhood outcomes, with no reliable difference on most others, in one meta-analysis — related
• Previous knowledge and management experiences can inhibit new teachers' learning of new classroom management models — related