How Do Students Shape their Identities as Readers and Writers?
The goal is comprehending and composing increasingly more complex texts.
- While reading and writing are distinct and require their own skills, like Foundational Writing Skills for writing and Orthographic Processing for reading, these skills also influence one another.
- Through this shared growth and with the support of their broader Literacy Environment, students learn to write and read more advanced texts as they refine and broaden their Vocabulary, Syntax, and Background Knowledge.
- At school in particular, students strengthen their Metacognition and Social Awareness & Relationship Skills, both critical guides on their academic and personal journeys as readers and writers.
This overview is an introduction to this Model. Each LPS Learner Model is a research-driven, holistic representation of all of the critical variables, what we call the Learner Factors, that affect how learners learn. These Factors are the foundation of learner diversity. Scroll up to explore all of the Factors in this model.
To create these Models, we follow a systematic methodology led by our expert LPS researchers. The process is also overseen by an advisory committee of leading content area and learning sciences experts.
Advisory Board for Literacy 4-6
The following leading researchers supported the development of our Literacy 4-6 Model and are a source of continued suggestions for improvement.
- Carol McDonald Connor, Ph.D., Chancellor's Professor, University of California: Irvine School of Education
- Steve Graham, Ph.D., Warner Professor of Education, Arizona State University Mary Lou Fulton Teachers College
- Sean Kang, Ph.D., Assistant Professor, Dartmouth College Department of Education
- Jeannette Mancilla-Martinez, Ed.D., Associate Professor, Vanderbilt University Peabody College of Education and Human Development