Cognitive flexibility theory applied to early literacy acquisition¶

Theory · All theories
Evidence · no claims cited

Description¶

The article draws on Spiro, Vispoel, Schmitz, Samarapungavan, and Boerger's (1987) cognitive flexibility theory, which "propose[s] that information from different knowledge sources is needed to construct meaning in a complex knowledge domain (e.g. reading acquisition)". Applied to literacy, it treats literacy as a complex knowledge domain in which learning requires selecting diverse knowledge elements to fit understanding and decision-making in specific literacy episodes such as reading and spelling. The authors use the theory to explain why complex phonemic awareness training may fail for low-ability students and to motivate cognitive flexibility instruction.

Design Implications¶

Context¶

Requirements¶

• Students unfamiliar with flexible thinking in complex knowledge domains may need cognitive flexibility instruction before complex literacy training

Constraints¶

• The theory is offered as one possible explanation for why complex training was unsuccessful for low-ability readers, not a tested mechanism

Target Learners¶

• Kindergarten and first-grade students
• Students with low cognitive flexibility or low ability

Target Learning Objectives¶

• Phonemic awareness
• Reading
• Spelling

Claims¶

Related Theories¶

• Cognitive Flexibility Theory
• Cognitive Flexibility Theory and its five instructional principles for complex, ill-structured knowledge domains

Examples¶

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Key Sources¶

• Krause, Suzanne; Moore, Elizabeth J. (1997). Effects of Cognitive Flexibility and Phonemic Awareness Training on Kindergarten and First-Grade Students' Phonemic Awareness, Cognitive Flexibility, Reading, and Spelling Ability. https://eric.ed.gov/?id=ED406649