Sociocultural Learning Theory/Model of Reading

READ 650 Group Presentations

Mary Goggins and Kate Sellers

 Principles of Sociocultural Learning Model of
Reading
-Reading knowledge is constructed through a collaborative experience for the individual as a member of
the learning community.

-This model adheres to new adaptations of social and cultural perspectives on literacy learning, and shed
a new light on literacy and brought forth acceptance to the idea of “shared literacy.”

-One’s existing knowledge can impede on the learning process as each student has different “unschooled
knowledge”.

-Social and cultural aspects are now considered to contextual forces in literacy. There is a shift into
valuing the learning process more than the individual knowledge.
 Aligning Sociocultural Learning Models of Reading
With Historical Eras
-This is the era of Sociocultural Learning (1986-1995)

Piaget’s constructivist theory differs from the information-processing theory in

that there is less focus computer-like and mechanic qualities of learning, and more
on creating meaning from their experiences. The social interaction in the
classroom was primarily teacher directed, shifting over to meaningful experiences
and drawing conclusions.

- “The relative dominance of informal knowledge over formal understandings could

be because what is learned in a school setting appears of limited relevance and
therefore limited value to students” (Alexander and Fox, 2004. Page 46).The
social setting and the culture surrounding the students “construct” the
 Conditions that prompted Sociocultural Learning
Models of Reading

-The information-processing theory developed “laws” of text processing that did not have successful
outcomes with specific populations, text materials, and the different classroom conditions.

-Social and cultural anthropology research gave a more holistic view on reading research. Studies were
now being done in more natural settings where reading commonly takes place.

-Increasing knowledge of cognitive psychology from Vygotsky, Lave, Heath, and Rogoff. They brought
new viewpoints of literacy and in social and cultural anthropologies.
 Leading Researchers of Sociocultural Learning
Research of Reading
Clancy & Chipman (1993) Classroom Training Programs

Harris (1996) Information-Processing Theory

Paris, Wasik, Turner (1991) Laws of Text Processing

Perret-Claremont, Perre, & Bell (1980) Post Industrialized Societies

Deci & Ryan (1991) Self-Direction and Autonomy

Vygotsky (1934/1986) Qualitative Modes of Inquiry in the Home

 How does a sociocultural learning model inform
research in reading?
BIG IDEAS OF RESEARCH
● Prior knowledge and specific concepts were labeled and studied.

● Research for conceptual change and misconceptions showed that unschooled knowledge had a significant amount of
importance on a student's ability to read.

● The negative impact of preexisting knowledge was studied, it could be in the way of future knowledge. Which hinders students
success in the future. (Similar to a preexisting health condition.)

● Teachers were seen as facilitators and guides to develop instructional procedures that would focus on sociocultural efforts. The
goal is now to help student develop self-direction. (What we call, individual work and self-guided work.)

Research Questions:
Is application of the information-processing approach in such areas of teaching best practice?
Which general laws were embraced by the education field?
 The Era of Sociocultural Learning (1986-1995)

STOP. COLLABORATE AND LISTEN…..

Diversity is a major KEY.

Improving is for YOU and ME..

In a big happy learning, FAMILY!!!