 | A major contributor to this article appears to have a close connection with its subject.(October 2012) |
Marilyn Jager Adams | |
|---|---|
| Born | December 14, 1948 |
| Alma mater | Brown University |
| Occupation | Psychologist |
Marilyn Jager Adams (born December 14, 1948) is a specialist in cognition and education. She holds the position of Visiting Scholar at Brown University. [1]
Adams received a Ph.D. from Brown University in cognitive psychology and developmental psychology in 1975. [2]
She has been on the Planning or Steering Committee for National Assessment of Educational Progress (NAEP) Reading Assessment since 1992.
Adams was Senior Author of the Kindergarten and Grade 1 levels of Open Court Publishing Company's 1995 reading and writing program, "Collections for Young Scholars", which focused on better classroom reading programs within the Reading First component of the No Child Left Behind Act. [ citation needed ]
Adams served as Literacy Advisor for "Sesame Street" and Senior Advisor for Instruction for PBS's "Between the Lions" since its inception. She is currently a Visiting Professor in the Cognitive and Linguistic Sciences Department at Brown University and Chief Scientist at Soliloquy Learning, a software company which she co-founded in 2000.
She is the recipient of the American Educational Research Association's Sylvia Scribner Award for outstanding research.[ citation needed ]
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.
Whole language is a philosophy of reading and a discredited educational method originally developed for teaching literacy in English to young children. The method became a major model for education in the United States, Canada, New Zealand, and the UK in the 1980s and 1990s, despite there being no scientific support for the method's effectiveness. It is based on the premise that learning to read English comes naturally to humans, especially young children, in the same way that learning to speak develops naturally.
A graphic organizer, also known as a knowledge map, concept map, story map, cognitive organizer, advance organizer, or concept diagram, is a pedagogical tool that uses visual symbols to express knowledge and concepts through relationships between them. The main purpose of a graphic organizer is to provide a visual aid to facilitate learning and instruction.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".
Situated cognition is a theory that posits that knowing is inseparable from doing by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts.
Constructivism is a theory in education which posits that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission, rather they construct new understandings and knowledge through experience and social discourse, integrating new information with what they already know. For children, this includes knowledge gained prior to entering school. It is associated with various philosophical positions, particularly in epistemology as well as ontology, politics, and ethics. The origin of the theory is also linked to Swiss developmental psychologist Jean Piaget's theory of cognitive development.
This is an index of education articles.
In education, Response to Intervention is an approach to academic intervention used to provide early, systematic, and appropriately intensive assistance to children who are at risk for or already underperforming as compared to appropriate grade- or age-level standards. RTI seeks to promote academic success through universal screening, early intervention, frequent progress monitoring, and increasingly intensive research-based instruction or interventions for children who continue to have difficulty. RTI is a multileveled approach for aiding students that is adjusted and modified as needed if they are failing.
Accelerated Reader is a website used to assist students with reading skills. It is a digital program aiming to help students and teachers manage and monitor independent reading practice in English and Spanish. Students pick a book at their own level and read it at their own pace. When a student finishes their book, they take a short quiz on the computer to check their understanding. As students read and take quizzes, they receive points depending on the book's reading level. The more difficult the book is, the more points the students receive. AR also tracks the student's progress toward their individualized Accelerated Reader goals.
Carl Edward Bereiter is an American education researcher, professor emeritus at the Ontario Institute for Studies in Education, University of Toronto known for his research into knowledge building.
Frank Smith (1928–2020) was a Canadian psycholinguist recognized for his contributions in linguistics and cognitive psychology. He was an essential contributor to research on the nature of the reading process together with researchers such as George Armitage Miller, Kenneth S. Goodman, Paul A. Kolers, Jane W. Torrey, Jane Mackworth, Richard Venezky, Robert Calfee, and Julian Hochberg. Smith and Goodman are founders of whole language approach for reading instruction. He was the author of numerous books.
Reading is the process of taking in the sense or meaning of letters, symbols, etc., especially by sight or touch.
David Klahr is an American psychologist whose research ranges across the fields of cognitive development, psychology of science, and educational psychology and has been a professor at Carnegie Mellon University since 1969. He is the Walter van Dyke Bingham Professor of Cognitive Development and Education Sciences at Carnegie Mellon University and a member of the National Academy of Education, a Fellow of the American Psychological Association, a Charter Fellow of the Association for Psychological Science, on the Governing Board of the Cognitive Development Society, a member of the Society for Research in Child Development, and the Cognitive Science Society. He was an associate editor of Developmental Psychology and has served on the editorial boards of several cognitive science journals, as well as on the National Science Foundation's subcommittee on Memory and Cognitive Processes, and the National Institutes of Health's Human Development and Aging Study Section.
Donna Wilson is an educational and school psychologist, teacher educator, and author of 20 books applying mind, brain, and education science. Wilson is the head of academic affairs of the Center for Innovative Education and Prevention (CIEP) and BrainSMART. She presents at educational conferences in the United States and internationally and blogs regularly on Edutopia. She serves as advisor to New York City's Portfolio School and on the foundation of Carl Albert State College.
Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension. The framework emphasized five phases of reading instruction in a content domain: observing and personalizing, searching and retrieving, comprehending and integrating, communicating to others, and interacting with peers to construct meaning. CORI instruction was contrasted to experience-based teaching and strategy instruction in terms of its support for motivational and cognitive development.
Lynn Fuchs is an educational psychologist known for research on instructional practice and assessment, reading disabilities, and mathematics disabilities. She is the Dunn Family Chair in Psychoeducational Assessment in the Department of Special Education at Vanderbilt University.
Carol McDonald Connor was an educational psychologist known for her research contributions to the field of early literacy development in diverse learners, in particular for work on individualized student instruction interventions and the lattice model of reading development. She held the position of Chancellor's Faculty and Equity Advisor in the School of Education at the University of California, Irvine.
Professor John Downing, an educational psychologist, proposed the cognitive clarity theory of learning to read in a paper which he presented to the annual meeting of the United Kingdom Literacy Association between the 23rd and 28th of July, 1971.
Jacqueline P. Leighton is a Canadian-Chilean educational psychologist, academic and author. She is a full professor in the Faculty of Education as well as vice-dean of Faculty Development and Faculty Affairs at the University of Alberta.
 | This article includes a list of general references, but it lacks sufficient corresponding inline citations .(November 2011) |
1. Adams, M. J. (1990). Beginning to Read: Thinking and Learning about Print. Cambridge, MA: The MIT Press.
2. Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic Awareness in Young Children: A Classroom Curriculum. Baltimore: Paul H. Brookes.
3. http://products.brookespublishing.com/ABC-Foundations-for-Young-Children-P637.aspx 3. Foorman, B.R., Francis, D.J., Fletcher, J.M., Schatschneider, C., and Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37–55.
4. McDaniel, J.E., Sims, C.H., & Miskel, C.G. (2001). The National Reading Policy Arena: Policy actors and perceived Influence. Educational Policy, 15, 92–114.
5. National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, D.C.: National Institute of Child Health and Human Development.
6. National Research Council. (1998). Preventing reading difficulties in young children. Washington, D.C.: National Academy Press.
7. http://products.brookespublishing.com/ABC-Foundations-for-Young-Children-P637.aspx
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