Our ideas coincide with those that say scientific theories about learning to read?
Juan E. Jiménez, Cristina Rodríguez, Natalia Suárez y Isabel OShanahan
The main purpose of this study was twofold: to analyze from a historical perspective, theories of reading acquisition and their relationship to the representational structure of subjects, and secondly, to determine the degree of coherence of the statements to each theory of reading development. A first study has been designed to analyze which theories can be identified throughout the history about the acquisition of reading. The socio-historical analysis allowed us to identify the following theories: nativist, maturation, behavioral, constructivist, social, and cognitive.In order to locate a set of ideas that reflect to the different conceptions of how children acquire reading it was administered to a normative sample of judges for each of the theories. Also identified the statements that are distributed according to their degree of typicality or degree of belonging to a theory as to its polarization or exclusivity of each of these theories analyzed confirmed its representational entity. In the second study we examine whether these theories have representational entity that is, if the ideas from the previous study concerning the structure remain representational subjects and to determine the degree of coherence of statements that constitute each of the developmental theory reading.
Key Words: Scientific theories, reading development, learning, teaching reading, teacher’s beliefs, mental representation, elementary grade.
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