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ERIC Number: ED126478
Record Type: Non-Journal
Publication Date: 1976
Pages: 330
Abstractor: N/A
Reference Count: N/A
Implications in the Theories of Lev Vygotsky, Jean Piaget, George Kelly and Erik Erikson for the Assessment of Instruction in College Reading.
Chaplin, Miriam Thomas
The interpretation a mature reader gleans from written language is a reflection of his linguistic, cognitive, emotional, and experiential level. In providing adequate instruction, therefore, instructors must be knowledgeable about the developmental sequences characteristic of each of these domains. The theories of L.S. Vygotsky, George Kelly, Jean Piaget, and Erik Erikson deal individually with specific aspects of these developmental sequences; collectively, they provide a basis for a comprehensive analysis of student behaviors in an academic environment. After examining these theories, a separate chapter is devoted to practical applications that provide a framework for the teaching of college reading. The study also includes a status survey of the philosophies and practices of current programs in 200 four-year colleges and universities in the United States. (Author/AA)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-17,308, MF $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A