Description
Theories of Reading and Writing Development |
As a reading/literacy specialist, it is important to understand theories of reading and writing development in order to guide curriculum and instruction and for the application of best practices in the classroom.
For this assignment, write a 750-1,000 word analysis of major theories of reading and writing development.
Include the following:
- Describe the components of one research-based theory of reading development and how it relates to effective instructional practice.
- Discuss how the theory of reading development could be applied to reading instruction at your selected grade level.
- Describe the components of one research-based theory of writing development and how it relates to effective instructional practice.
- Discuss how the theory of writing development could be applied to writing instruction at your selected grade level.
Support your work with 3-5 scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Course Code
REA-500
Class Code
REA-500-O500
Criteria
Criteria
Percentage
100.0%
Theory of Reading Development
20.0%
Application to Reading Instruction
20.0%
Theory of Writing Development
20.0%
Application to Writing Instruction
20.0%
Organization
10.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Format and Documentation of Sources (layout,
citations, footnotes, references, bibliography,
etc., as appropriate to assignment and style)
5.0%
Total Weightage
100%
Assignment Title
Theories of Reading and Writing Development
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
105.0
Insufficient (69.00%)
Description of the components and purpose of a researchbased theory of reading development is incomplete or
inaccurately relates it to effective instructional practice.
Description of how theories could be applied to reading
instruction is irrelevant.
Description of the components and purpose of a researchbased theory of writing development is incomplete or
inaccurately relates it to effective instructional practice.
Description of how theories could be applied to writing
instruction is irrelevant.
An attempt is made to organize the content, but the
sequence is indiscernible. The ideas presented are
compartmentalized; may not relate to each other.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction is used.
Documentation of sources is inconsistent and/or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Approaching (74.00%)
Description of the components and purpose of a researchbased theory of reading development is underdeveloped and
marginally relates it to effective instructional practice.
Description of how theories could be applied to reading
instruction is minimal.
Description of the components and purpose of a researchbased theory of writing development is underdeveloped and
marginally relates it to effective instructional practice.
Description of how theories could be applied to writing
instruction is minimal.
The content may not be adequately organized even though it
provides the audience with a sense of the main idea.
Submission includes mechanical errors, but they do not
hinder comprehension. Effective sentence structures are
used, as well as some practice and content-related language.
Sources are documented, as appropriate to assignment and
style, although some key formatting and citation errors are
present.
Acceptable (87.00%)
Description of the components and purpose of a researchbased theory of reading development is competent and
clearly relates it to effective instructional practice.
Description of how theories could be applied to reading
instruction is appropriate.
Description of the components and purpose of a researchbased theory of writing development is competent and
clearly relates it to effective instructional practice.
Description of how theories could be applied to the writing
instruction is appropriate.
The content is logically organized. The ideas presented relate
to each other. The content provides the audience with a clear
sense of the main idea.
Submission is largely free of mechanical errors, although a
few are present. A variety of effective sentence structures
and figures of speech are used, as well as appropriate
practice and content-related language.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Target (100.00%)
Description of the components and purpose of a researchbased theory of reading development is comprehensive and
insightfully relates it to effective instructional practice.
Description of how theories could be applied to reading
instruction is innovative.
Description of the components and purpose of a researchbased theory of writing development is comprehensive and
insightfully relates it to effective instructional practice.
Description of how theories could be applied to writing
instruction is innovative.
The content is well organized and logical. There is a
sequential progression of ideas related to each other. The
content is presented as a cohesive unit. Provides the
audience with a clear sense of the main idea.
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
Comments
Sources are documented completely and correctly, as
appropriate to assignment and style. Format is free of error.
Points Earned
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attachment
REA-500
Class Code
REA-500-O500
Criteria
Criteria
Percentage
100.0%
Theory of Reading Development
20.0%
Application to Reading Instruction
20.0%
Theory of Writing Development
20.0%
Application to Writing Instruction
20.0%
Organization
10.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Format and Documentation of Sources (layout,
citations, footnotes, references, bibliography,
etc., as appropriate to assignment and style)
5.0%
Total Weightage
100%
Assignment Title
Theories of Reading and Writing Development
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
105.0
Insufficient (69.00%)
Description of the components and purpose of a researchbased theory of reading development is incomplete or
inaccurately relates it to effective instructional practice.
Description of how theories could be applied to reading
instruction is irrelevant.
Description of the components and purpose of a researchbased theory of writing development is incomplete or
inaccurately relates it to effective instructional practice.
Description of how theories could be applied to writing
instruction is irrelevant.
An attempt is made to organize the content, but the
sequence is indiscernible. The ideas presented are
compartmentalized; may not relate to each other.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction is used.
Documentation of sources is inconsistent and/or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Approaching (74.00%)
Description of the components and purpose of a researchbased theory of reading development is underdeveloped and
marginally relates it to effective instructional practice.
Description of how theories could be applied to reading
instruction is minimal.
Description of the components and purpose of a researchbased theory of writing development is underdeveloped and
marginally relates it to effective instructional practice.
Description of how theories could be applied to writing
instruction is minimal.
The content may not be adequately organized even though it
provides the audience with a sense of the main idea.
Submission includes mechanical errors, but they do not
hinder comprehension. Effective sentence structures are
used, as well as some practice and content-related language.
Sources are documented, as appropriate to assignment and
style, although some key formatting and citation errors are
present.
Acceptable (87.00%)
Description of the components and purpose of a researchbased theory of reading development is competent and
clearly relates it to effective instructional practice.
Description of how theories could be applied to reading
instruction is appropriate.
Description of the components and purpose of a researchbased theory of writing development is competent and
clearly relates it to effective instructional practice.
Description of how theories could be applied to the writing
instruction is appropriate.
The content is logically organized. The ideas presented relate
to each other. The content provides the audience with a clear
sense of the main idea.
Submission is largely free of mechanical errors, although a
few are present. A variety of effective sentence structures
and figures of speech are used, as well as appropriate
practice and content-related language.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Target (100.00%)
Description of the components and purpose of a researchbased theory of reading development is comprehensive and
insightfully relates it to effective instructional practice.
Description of how theories could be applied to reading
instruction is innovative.
Description of the components and purpose of a researchbased theory of writing development is comprehensive and
insightfully relates it to effective instructional practice.
Description of how theories could be applied to writing
instruction is innovative.
The content is well organized and logical. There is a
sequential progression of ideas related to each other. The
content is presented as a cohesive unit. Provides the
audience with a clear sense of the main idea.
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
Comments
Sources are documented completely and correctly, as
appropriate to assignment and style. Format is free of error.
Points Earned
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