The constructivist model teaches literacy skills when they will be useful for authentic tasks. It emphasizes social context, exploring functions of literacy, being student-centered, and recognizing life experiences. Social constructivist theories posit that learning occurs through interactions with others and reconstructing experiences, as proposed by Vygotsky, Dewey, and Bruner. Theories of reading acquisition view it as a language skill impacted by primary or secondary languages, while writing develops naturally through play and social interaction from a young age.

1. THE CONSTRUCTIVIST MODEL
in constructivist model the skills are
taught at the point when they are likely to be
useful to kids as part of an authentic literacy
task.

2. SOCIAL CONSTRUCTIVIST THEORY OF LEARNING
A. Vygotsky
- interacting with others in a variety of
experiences.
B. Dewey
– teaching and learning as a conscious
process of reconstruction of experience.

3. FOUR DISTINCT ADVANTAGES OF THE
CONSTRUCTIVIST MODEL:
1. Social context.
2. Exploration of the functions of literacy.
3. Student – centered.
4. Recognize different life experiences and
cultural schemata.

4. SOCIAL CONSTRUCTIVIST THEORY OF LEARNING
A. Vygotsky
– interacting with others in a variety of
experiences.
B. Dewey
– teaching and learning as a conscious
process of reconstruction of experience.
C. Bruner
– actively involved in their learnings.

5. THEORIES IN READING ACQUISITION
 Durkin – speaking of primary or secondary
language has an impact on the type of
reading and writing instruction provides in
schools.
 Reading is viewed as speech.
 Extensive reading is essential for the
development of reading comprehension.

6. THEORIES ON EARLY WRITING
 Children develop their writing naturally
through playing.
 Children also develop their writing through
social interaction.
 According to Vygotsky, child’s language
learning begins in the pre-speech
communication between parents and infants.

7. EARLY WRITING ACQUISITION
1. Familiar situations and real life experiences.
2. Playfully making marks.
3. Learn written languages before they learn the
form.
4. Constant invention and reinvention of the
forms of written languages.
5. Social situations and interactions.
6. By observing skilled others and by
participating with them.