Believed that cognitive development is limited to a certain range at any given age, and that learners test their own understanding against those of others, notably those of teachers or more advanced peers. Responsible for Zone of Proximal Development (ZPD).

Best-known for this theory of multiple intelligences. He believed that the conventional concept of intelligence was too narrow and restrictive and that measures of IQ often miss out on other "intelligences" that an individual may possess

believed that humans are born with a predisposition to learn language. The essence of his theories of language acquisition state that human beings are pre-wired to learn language and in fact are born with the basic rules for language intact.

Responsible for the Transactional Theory. The transactional theory states that both the reader and the text play important roles in the formation of meaning. Meaning is produced by continuous transaction between the reader and the text.

Believed that four key constructs,a standard for coherence, strategies, model building, and knowledge,are the infrastructure of comprehension. Each element is necessary for development of the others.

believed that humans are born with a predisposition to learn language. The essence of his theories of language acquisition state that human beings are pre-wired to learn language.

Responsible for Zone of Proximal Development (ZPD)

Responsible for the Transactional Theory.

Theory by Gardner that suggests that traditional psychometric views of intelligence are too limited. Gardner first suggested that all people have different kinds of "intelligences." Gardner proposed that there are eight intelligences, and has suggested the addition of a ninth known as "existentialist intelligence”.

An integrated approach to explicit reading instruction. To be effective readers children need to be able to use the six components of reading instruction in combination.

The theory that humans generate knowledge and meaning through sequential development of an individual's cognitive abilities, such as the mental processes of recognition, recollection, analysis, reflection, application, creation, understanding, and evaluation.

a best practice instructional model where teachers strategically transfer the responsibility in the learning process from the teacher to the students.

Emphasizes the collaborative nature of much learning

Learning is the acquisition of new behavior through conditioning

Meaning is produced by continuous transaction between the reader and the text, employing the meaning potential of the text and the reader's background knowledge and schema

An integrated approach to explicit reading instruction. To be effective readers children need to be able to use the six components of reading instruction in combination.

all cognitive functions originate in social interactions and that learning did not simply comprise the assimilation and accommodation of new knowledge by learners.

Learning is the acquisition of new behavior through conditioning.

a best practice instructional model where teachers strategically transfer the responsibility in the learning process from the teacher to the students. Is sometimes called “Ido, you do, we do”.

Believed that four key constructs—a standard for coherence, strategies, model building, and knowledge—are the infrastructure of comprehension. Together, they form a tightly woven framework, with each element necessary for the development of the others.

Best-known for this theory of multiple intelligences. He believed that the conventional concept of intelligence was too narrow and restrictive and that measures of IQ often miss out on other "intelligences" that an individual may possess.

Believed that cognitive development is limited to a certain range at any given age, and that learners test their own understanding against those of others, notably those of teachers or more advanced peers. Responsible for Zone of Proximal Development (ZPD).

Best-known for this theory of multiple intelligences. He believed that the conventional concept of intelligence was too narrow and restrictive and that measures of IQ often miss out on other "intelligences" that an individual may possess.

Believed that cognitive development is limited to a certain range at any given age, and that learners test their own understanding against those of others, notably those of teachers or more advanced peers.

Believed that humans are born with a predisposition to learn language

Believed that cognitive development is limited to a certain range at any given age, and that learners test their own understanding against those of others, notably those of teachers or more advanced peers. Responsible for Zone of Proximal Development (ZPD).

Responsible for the Transactional Theory. Meaning is produced by continuous transaction between the reader and the text, employing the meaning potential of the text and the reader's background knowledge and schema

Believed that four key constructs—a standard for coherence, strategies, model building, and knowledge—are the infrastructure of comprehension. Together, they form a tightly woven framework, with each element necessary for the development of the others.

A learning theory that claims individuals actively construct new knowledge from their experiences rather than acquiring knowledge from outside to within the learner.

Theory that suggests that traditional psychometric views of intelligence are too limited. Gardner first outlined his theory in his 1983 book" where he suggested that all people have different kinds of "intelligences."

The learner requires assistance to develop prior knowledge and integrate new knowledge. The learner requires scaffolding to develop schema and adopt knowledge from both people and the environment.

Emphasizes the collaborative nature of learning. All cognitive functions originate in social interactions and that learning did not simply comprise the assimilation and accommodation of new knowledge by learners (Vygotzky)

Theory by Gardner that suggests that traditional psychometric views of intelligence are too limited.

Emphasizes the collaborative nature of much learning.

The learner requires assistance to develop prior knowledge and integrate new knowledge. The learner requires scaffolding to develop schema and adopt knowledge from both people and the environment. The educators' role is pedagogical in that the instructor must develop conceptual knowledge by managing the content of learning activities.

Learning is the acquisition of new behavior through conditioning.

Oral Language, Listening, Phonological Awareness, Phonics, Decoding, Fluency

Oral Language, Informational Reading, Literature, Fluency, Vocabulary, Phonics

Oral Language, Phonics, Fluency, Writing, Comprehension, Listening

Oral Language, Phonological Awareness, Phonics, Vocabulary, Fluency, Comprehension

Oral Language, Phonemic Awareness, Decoding, Vocabulary, Fluency, Comprehension