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dc.contributor.authorWiles, Bradford Broyhillen
dc.date.accessioned2014-03-14T20:34:39Zen
dc.date.available2014-03-14T20:34:39Zen
dc.date.issued2008-04-24en
dc.identifier.otheretd-04302008-152304en
dc.identifier.urihttp://hdl.handle.net/10919/32058en
dc.description.abstractThe purpose of this position paper is to propose a comprehensive theoretical model of what can and does occur in the Zone of Proximal Development (ZPD) to extend thinking, learning and construction of meaning within a shared reading activity setting, including the development and emergence of language, literacy and social skills. By incorporating Lev Vygotsky's sociocultural perspective, Jean Piaget's dialectical learning, and the concepts of metacognition, mindfulness, and mind-mindedness, a model depicting the dynamics of a shared reading activity is proposed. Implications for research and practice are discussed, including suggestions for future research and ways to foster effective teaching practices.en
dc.publisherVirginia Techen
dc.relation.haspartBradford_Wiles_Thesis.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectEmergent Literacyen
dc.subjectShared Readingen
dc.subjectZone of Proximal Developmenten
dc.subjectMetacognitionen
dc.subjectCognitive Development.en
dc.titleToward a theory of how young children learn to read in the ZPD: Implications for research and practiceen
dc.typeThesisen
dc.contributor.departmentHuman Developmenten
dc.description.degreeMaster of Scienceen
thesis.degree.nameMaster of Scienceen
thesis.degree.levelmastersen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.disciplineHuman Developmenten
dc.contributor.committeechairFu, Victoria R.en
dc.contributor.committeememberBenson, Mark J.en
dc.contributor.committeememberMancini, Jay A.en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04302008-152304/en
dc.date.sdate2008-04-30en
dc.date.rdate2008-06-04en
dc.date.adate2008-06-04en


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