Cueing Systems, Automaticity, Schema Theory and Transactional Theory
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
Cueing Systems, Automaticity, Schema Theory and Transactional Theory
2-3-page essay about the theories and their implications.
APA Format
No Plagiarism
Read about Cueing Systems, Automaticity, Schema Theory and Transactional Theory. Do the theories make sense to you? What would you do to teach a child to read? Define the theory and describe it in terms of its basic assumptions. State whether you agree with it (in part or in whole). Why or why not?
Explain the practical implications of the theory in terms of how it would influence the kinds of activities or strategies one might use in the classroom.
Provide an introductory and concluding paragraph for the paper.
Resources:
Probst, R. E. (1987). Transactional Theory in the Teaching of Literature. Retrieved February 2012 from http://www.ericdigests.org/pre-926/theory.htm.
An, S. (2013). Schema theory in reading. Theory and Practice in Language Studies, 3(1), 130-134.
Adams, M. J. (2003). The three cueing system. Retrieved from http://www.balancedreading.com/3cue-adams.html
Kuhn, M. R., Schwanenflugel, P. J., & Meisinger, E. B. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45(2), 230-251.
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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