Cambourne, B. (1995, November). Toward an educationally relevant theory of literacy learning: Twenty years of inquiry. The Reading Teacher, 49(3), pp. 182-190.
Cambourne discusses theorizing literacy learning. He finds difficulty in calling children deficient because of the negative stigma attached, especially since it is not relevant in most area of the child’s life. Forming habits, guided by the teacher, is an important part of the learning process. These habits must be broken down into smaller parts and presented gradually.
Camborne also discusses conditions of learning and the ability to apply these conditions to literacy teaching. The main finding of the researchers is that engagement with language is the most important factor of literacy learning. Additionally learners need to engage in reflection to make their understanding of literacy and language explicit.
The goal of this source is to provide guidance about literacy theory to readers. The author, at the time of publication, was a practicing teacher. This information demonstrates his reflexivity in practice. He not only is reflective, himself, but puts value and emphasis in moving literacy learners to become reflective about their literacy learning process as well.
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