Embedded Files
The theoretical framework for Hoover literacy interventions is based on the theory of Reading Recovery, as developed by Marie Clay (2016), together with the theory supporting bilingual education, as articulated by the California Department of Education (2017 , 2019).
According to Marie Clay's theory, students learn to read through a complex process of constructing their own understanding of how print and language work. In order to be successful, each child must develop his/her own self-extending system. This allows the child to extend their own learning beyond the instructional setting, developing neural networks that are ever more extensive, complex, and efficient, essentially learning how to learn.
According to the theory of bilingual education, all children are capable of learning in more than one language from a young age. Those whose first language (L1) is not English (L2) learn better and faster if taught literacy first in L1. In addition, skills transfer from L1 to L2, learning L1 helps L2, and students learn content in L1 while simultaneously learning to speak and understand L2. The ultimate goal of Hoover's Spanish developmental bilingual program is biliteracy and bilingualism in both English and Spanish. Although Hoover does not presently support academic development in languages other than English or Spanish, bilingualism and biliteracy are still encouraged.
ReferencesCalifornia Department of Education, (2017). California English learner roadmap state board of education policy: Educational programs and services for English learners. Available at http://www.cde.ca.gov/be/ag/ag/yr17/agenda201707.asp. California Department of Education, (2019). Multilingual education. Retrieved May 11, 2019 from https://www.cde.ca.gov/sp/el/er/multilingualedu.aspClay, M.M. (2016). Literacy lessons designed for individuals, 2nd Edition. Portsmouth, NH: Heinemann.
Google Sites
Report abuse