Ten guiding precepts for school-wide languaging-oriented reading programs¶

Theory · All theories
Evidence · no claims cited

Description¶

The LICA thesis embraces instruction, learning, school-wide programming and social/community concerns, and the authors state "Ten of the most fundamental" recurring themes or guiding precepts. These include that experiences must "be worked through in language" to transfer, that students fail from too little information rather than too much, that the teacher's most important role is "competent model of language, thinking and inquiry behaviors", and that only a total school-wide concentration on reading can yield positive outcomes.

Design Implications¶

Context¶

Requirements¶

• School-wide coordination across teachers, curricula, and programming rather than isolated classroom efforts

Constraints¶

• The precepts are stated as themes suggested by perusal of the thesis's scope, not as tested findings

Target Learners¶

• all students in a school community

Target Goals¶

• deep, transferable learning
• manifest curiosity
• reciprocal teacher-student interaction

Claims¶

Related Patterns¶

• Experience with Languaging Activities (ELAs) guided by a sequence of experience-based questions

Examples¶

• Embed units of assistance and enrichment into the fabric of textual material so they are unobtrusive yet available for reader use

Key Sources¶

• Manzo, Anthony V.; Sherk, John K., Jr. (1977). Reading and "Languaging in the Content Areas" A Third Generational Approach. https://eric.ed.gov/?id=ED136190