ERIC Number: ED426349
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Vygotsky in the Classroom: Mediated Literacy Instruction and Assessment.
Dixon-Krauss, Lisbeth, Ed.
Designed to help teachers think about, analyze, and make decisions on literacy instruction, this book provides the conceptual framework and methodology to put the ideas of Lev Vygotsky into practice for classroom literacy instruction. The book claims that Vygotsky's ideas provide a cohesive framework and an operational model that teachers can use to integrate and apply topics in literacy learning such as whole language, emergent literacy, writing, integrating literature in content areas, collaborative learning, teacher decision making, technology as a tool for literacy development, and dynamic assessment for explaining children's diversity in and potential for literacy development. Teacher educators who have used the Vygotskian perspective wrote the chapters in the book. Part I of the book explains the major ideas of Vygotsky's theory, and Part II applies the idea that assessment is dynamic and should occur while children are engaged in learning activities. Chapters in the book are: (1) "Vygotsky's Sociohistorical Perspective on Learning and Its Application to Western Literacy Instruction" (Lisbeth Dixon-Krauss); (2) "Emerging Readers and Writers" (Martha Combs); (3) "Spontaneous and Scientific Concepts in Content-Area Instruction" (Lisbeth Dixon-Krauss); (4) "Book Club: The Influence of a Vygotskian Perspective on a Literature-Based Reading Program" (Susan I. McMahon); (5) "Collaborative Learning and Thinking: The Vygotskian Approach" (Clara M. Jennings and Xu Di); (6) "Vygotsky and Writing: Children Using Language to Learn and Learning from the Child's Language What to Teach" (Marian Matthews); (7) "The Concept of Activity" (Patricia Ashton); (8) "Vygotsky and Multicultural Assessment and Instruction" (Nile V. Stanley); (9) "Vygotsky and At-Risk Readers: Assessment and Instructional Implications" (Sherry Kragler); (10) "Using Portfolios to Mediate Literacy Instruction and Assessment" (Lyn Rothwell Wagner and Dana Brock); and (11) "Vygotsky in the Future: Technology as a Mediation Tool for Literacy Instruction" (Joe M. Peters). (RS)
Descriptors: Computer Uses in Education, Cooperative Learning, Elementary Education, Emergent Literacy, Evaluation Methods, High Risk Students, Multicultural Education, Portfolio Assessment, Reading Instruction, Student Evaluation, Whole Language Approach, Writing Instruction, Writing Processes
Addison Wesley Longman, One Jacob Way, Reading, MA 01867 ($35). Web site: http://longman.awl.com/order.asp
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A