Sociocultural Theory/Model of

Reading
1986-1995
READ 650 Group Presentations
Bethany Walton, Alexis Kiriakos,
Kelsey Paulus, Madison Nalewanski
 Principles of Sociocultural
Models of Reading
Reading is a sociocultural, collaborative
experience with the learner as a member of
the community
Literacy research now aims to share the
ideas of several people, rather than of just
one knowledgeable individual.
From private knowledge of one to Ways of knowing - knowledge of
many
 Aligning Sociocultural Models
of Reading With Historical
Eras
Moved from cognitive psychology (information-processing theory) to
Sociocultural Learning
Information-processing theory did not take into consideration different
populations, materials, and classroom conditions- more laws
Research had shifted from the product of learning to the process of
learning through social interactions in a certain context
Group orientation came to replace the earlier focus on individualistic
learning and instruction from the prior era (Alexander, Murphy, Woods,
1996, p. 46)
 Conditions that prompted
Sociocultural Models of
Reading
Increased acceptance of qualitative and ethnographic
studies and more focus studies on sociocultural
aspects were implemented
Conditionality (domain, task, social, contextual,
specific aspects that involve different knowledges)
 Leading Researchers of
Sociocultural Research in
Reading
Paris (1991, 1983): Multiple Knowledges
Alexander (1995-1996;1997;1998): Relevance; Preexisting Knowledge
Barriers; Knowledge of Domains
Sfard (1998): Collaborative Engagement
Vygotsky (1934/1986), Lave (1988) and others (Heath, 1983; Rogoff,
1990): provided a new viewpoint of research through enthographic and
qualitative modes of inquiry that supported social and cultural
anthropology. These researchers also introduced studying literacy in
natural settings (classrooms, homes, workplaces)
 How does a Sociocultural
model inform research in
Research Questions:
reading?
Researchers delved into the idea of what knowledge was required for
the varying domains to answer the question, what is a good or poor
student?
Methodologies:
Acceptance of ethnographic and qualitative works
Instructional Recommendations: Instruction shifted from explicit
instruction to the teacher acting as a facilitator and providing scaffolding
that diminished as students gained more knowledge interest,
motivation, and skills leading to more student independence and
autonomy
Visual of Sociocultural Theory
See handout!