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ERIC Number: EJ906419
Record Type: Journal
Publication Date: 2010
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0002-4805
The Integration of Cognitive and Sociocultural Theories of Literacy Development: Why? How?
Davidson, Katherine
Alberta Journal of Educational Research, v56 n3 p246-256 Fall 2010
Cognitive and sociocultural theories of literacy development are historically considered incommensurable in practice and in research. Cognitivists view literacy development as a succession of qualitatively varied skills whereas socioculturalists view literacy as socially and culturally embedded. Traditional educational discourses tend to reflect cognitivist perspectives, which risk creating and maintaining social inequities in our increasingly diverse society. The underpinnings and differences of these two theories are discussed. It is argued that integration of the theories is possible and desirable in educational practice and research in order to equalize the learning opportunities for all students.
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.education.ualberta.ca/educ/journals/ajer.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A