Theory Complete a study? Theories and Research Project Purpose This project focuses on the candidate’s ability to analyze, compare, contrast, and crit

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Theory Complete a study? Theories and Research Project

Purpose

This project focuses on the candidate’s ability to analyze, compare, contrast, and critique major theories (behaviorism, constructivism, sociolinguistic, socio-cultural, critical literacy, verbal efficiency theory, schema etc.) and literacy models (Gough’s model, Interactive Model, Interactive-Compensatory Model, Parallel Distributed Model, Construction-Integration Model, bottom-up, top-down, etc.) of reading/literacy. In addition, the project focuses on the candidate’s ability to analyze the research base related to reading/literacy, including a few key studies known as seminal research. This project provides the foundation for all other course work in the literacy education program. Candidates should be prepared to use this final product in various assignments and activities throughout the program.
The project provides evidence that the candidate has met the following International Reading Association (IRA) Standards for Reading Professionals (2010).

Standard 1: Foundational Knowledge—The candidates understand the theoretical and evidence-based foundation of reading and writing processes and instruction. As a result, candidates:

Element 1.1—Understand major theories and empirical research that describe the cognitive, linguistic, motivation, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, an reading-writing connections.
Element 1.2—Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.

Element 1.3—Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.

Project Components

A. Theories/Models

1. Explain the terms theory and model and why theories and models are important to understand as a literacy coach or reading specialist.

2. Choose 4 of the theories/models in the text (Chapter 1 provides an overview of the theories) used for RE506. Investigate those theories to uncover more information in order to more fully and deeply understand those chosen by the candidate paying particular attention to implication for practice and research.
3. Organize in an historical sequence the 4 chosen theories/models and explain those in extreme depth in order to provide the reader with a profound understanding of the chosen theories/models. Include the major theorist/s, theoretical framework, historical background and significance, and key concepts.
4. Compare and contrast the 4 theories/models that were chosen.
5. Finally, critique each theory/model based upon candidate’s (your) research, professional judgment, and practical knowledge.

B. Reflection

1. Identify two areas for improvement within your classroom practice and explain how you will strengthen those two areas.

2. Reflect on the entire assignment and how the assignment prepared you to meet the identified IRA Standards (above).

Scoring Rubric

Criteria

Target

4-5

Met

3-1

Not Met

0

IRA Standard 1 Element 1.1

Understand major theories and empirical research that describe the cognitive, linguistic, motivation, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, an reading-writing connections.

Candidate thoroughly explains the terms theory and model. Candidate explicitly explains the chosen 6 theories/models.

Candidate adequately explains the terms theory and model. Candidate adequately explains; compares and contrasts; and offers rational critiques based upon research, professional judgment, and practical knowledge of the chosen 6 theories/models.

Candidate doesn’t explain the terms theory and model. Candidate doesn’t explain; compare and contrast; and /or offer rational critiques based upon research, professional judgment, and practical knowledge of the chosen 6 theories/models.

IRA Standard 1 Element 1.1

Understand major theories and empirical research that describe the cognitive, linguistic, motivation, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, an reading-writing connections.

Candidate explicitly compares and contrasts the chosen 6 theories/models.

Candidate adequately explains the terms theory and model. Candidate adequately explains; compares and contrasts; and offers rational critiques based upon research, professional judgment, and practical knowledge of the chosen 6 theories/models.

Candidate doesn’t explain the terms theory and model. Candidate doesn’t explain; compare and contrast; and /or offer rational critiques based upon research, professional judgment, and practical knowledge of the chosen 6 theories/models.

IRA Standard 1 Element 1.1

Understand major theories and empirical research that describe the cognitive, linguistic, motivation, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, an reading-writing connections.

Candidate explicitly offers rational critiques based upon research, professional judgment, and practical knowledge of the chosen 6 theories/models.

Candidate adequately explains the terms theory and model. Candidate adequately explains; compares and contrasts; and offers rational critiques based upon research, professional judgment, and practical knowledge of the chosen 6 theories/models.

Candidate doesn’t explain the terms theory and model. Candidate doesn’t explain; compare and contrast; and /or offer rational critiques based upon research, professional judgment, and practical knowledge of the chosen 6 theories/models.

IRA Standard 1 Element 1.2

Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.

Candidate presents the 6 theories/models in historical order and explains the historical background and significance of each theory/model.

Candidate presents the 6 theories/models in somewhat of an historical order and somewhat explains the background and significance of each theory/model.

Candidate doesn’t present 6 theories/models and/or doesn’t explain the historical background and significance of each theory/model.

IRA Standard 1 Element 1.3

Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.

Candidate thoroughly critiques the 6 theories/models with multiple references to candidate’s own research background, professional judgment and practical knowledge.

Candidate somewhat critiques the 6 theories/models with multiple references to candidate’s own research background, professional judgment and practical knowledge.

Candidate does not critique the 6 theories/models with multiple references to candidate’s own research background, professional judgment and practical knowledge.

Grammar and Mechanics

FEW grammatical and mechanical errors

SEVERAL grammatical and mechanical errors

MANY grammatical and mechanical errors

Citations and References

FEW APA errors

SEVERAL APA errors

MANY APA errors

Final Product

Followed organizational directions and organized in a coherent manner that is easy for reader.

Somewhat followed organizational directions and somewhat organized in a coherent manner.

Did not follow organizational directions and not organized in a coherent manner.

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