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Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension.
An example diagram of Swanson linking, usinc the ABC paradigm. Literature-based discovery (LBD), also called literature-related discovery (LRD) is a form of knowledge extraction and automated hypothesis generation that uses papers and other academic publications (the "literature") to find new relationships between existing knowledge (the "discovery").
Their plan includes "revising the elementary Language curriculum and the Grade 9 English course with scientific, evidence-based approaches that emphasize direct, explicit and systematic instruction and removing references to unscientific discovery and inquiry-based learning, including the three-cueing system, by 2023."
Direct Instruction in phonics and Word Study are also included in the balanced literacy approach. For emergent and early readers, the teacher plans and implements phonics based mini-lessons. After the teacher explicitly teaches a phonemic element, students practice reading and/or writing other words following the same phonemic pattern.
Whole language is a philosophy of reading and a discredited [8] educational method originally developed for teaching literacy in English to young children. The method became a major model for education in the United States, Canada, New Zealand, and the UK in the 1980s and 1990s, [7] despite there being no scientific support for the method's effectiveness. [9]
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
Immersion-Content-Based Instruction Merril Swain: Language depends on the content the learners are learning. [4] The main focus in class is learning the content delivered using a language, not learning the language itself. [4] Sometimes (implicitly) [4] mostly [4] Activities that mixes content with language [4] Form-Focused Instruction: Patsy ...
Individual factors like age, motivation, and personality also influence SLA, as seen in discussions on the critical period hypothesis and learning strategies. In addition to acquisition, SLA explores language loss, or second-language attrition , and the impact of formal instruction on learning outcomes.