Here is the synopsis of our sample research paper on Content Area Reading. Have the paper e-mailed to you 24/7/365.
Essay / Research Paper Abstract
This 8 page paper discusses several topics. The first section briefly explains the theories of Piaget and Vygotsky and also one of the trends in content area reading approaches. The second section provides some examples for teaching content area vocabulary. The last section discusses the differences between Piaget, Vygotsky and Bruner by briefly explaining each and then describes what a Vygotskian classroom might look like. Bibliography lists 8 sources.
Page Count:
8 pages (~225 words per page)
File: MM12_PGcntn.RTF
Buy This Term Paper »
Unformatted sample text from the term paper:
Piaget focused on cognitive structures and said that children transitioned from one to the next (Kearsley, Genetic, 2008). Piagets experiments focused more on logic and mathematical ability than on other
specific areas but they have influenced the teaching of any subject (Kearsley, Genetic, 2008). Vygotskys framework is based on the role of social interaction in cognitive development and learning
(Kearsley, Social, 2008). He believed that everything in a childs development occurred twice: it appears first on the social level and then, it appears internally (Kearsley, Social, 2008). He provided
the area of potentiality that he called the zone of proximal development, a time when the child cannot do something on their own but they can succeed with guidance (Kearsley,
Social, 2008). This zone of learning is dependent completely on social interaction (Kearsley, Social, 2008). Both these theorists provide insight into what a child can learn at certain periods in
their lives. An example would be that a 4nd grader would not be able to understand or gain much meaning from a high school algebra textbook. This means that content
area reading is directly related to the childs cognitive stage, per Piaget, and to the childs proximal learning stage, per Vygotsky. McPherson (2007) discussed the general issue of content area
literacy and the difficulties for the teacher in a diverse classroom. There are many different ways to foster reading comprehension that are not strategies specifically used for vocabulary. For example,
to improve comprehension, teachers could use flow charts, timelines, and snake-like text structures that would help the student understand the text (McPherson, 2007). Citing Dishner and Olson and Vaca,
McPherson (2007) comments that students who are below their grade level in reading will have even more difficulty when faced with the special language and vocabulary used in content area
...