Reading comprehension as explained through schema theory cannot be separated from literacy development in sociocultural theory. Engagement and skill have to be developed hand in hand in order to develop the literacy of our students.

Reading and writing do, eventually, have to become an individual cognitive process but as Vygotsky’s writing has shown, prior to developing the skill needed to use literacy tools effectively, our students need to have the social interactions and discussions with “knowing” adults or peers that influence their social and cultural lives.  These interactions help students to make meaning our of the activities they engage in that develop their thinking.

Yet, as a critical reading teacher, I know that schema is useful for understanding the reading process and that this process does not happen just in the mind of the individual.  Even Rosenblatt  brings attention to schema in her discussion of the transaction that occurs between the reader and the author:
“Human activities and relationships are seen as transactions in which the individual and the social, cultural, and natural elements interfuse” (1989).

My thinking, I think, is further supported by Wertsch (1991) who noted, “We must explore how social and cultural tools and activity mediate learning and development.”  The individual literacy knowledge learned through social and cultural experiences are internalized through the individual processing of this knowledge and learned from shared experiences.

The thoughts shared here continue to be a work in progress. Jump into the construction where ever you can help to build knowledge or help me to redraw the plans on this construction site.  :)

The Dimensions of Sociocultural Theory in Written Expression

There is sufficient evidence to demonstrate that the process of writing to learn is  an interactive collaborative activity because in learning, in the construction of knowledge, students work together with others,  therefore, the social environment of learning must be considered.   

Teachers understand that students bring different approaches to the literacy activities they engage in at school; these approaches are connected to their social and cultural backgrounds and affects their thinking and language around the practice of literacy instruction. This sociocultural theory present in literacy instruction suggests that students’ experiences at home, at school, and in their communities can influence their development in reading, writing, speaking, and listening.

The theoretical model I have envisioned is designed to represent my thinking around the dimensions of learning teachers may consider when teaching written expression.  The stance I have taken is from a sociocultural perspective because successful academic writing in a school setting comes about as a result of four dimensions that  are interdependent as students write to communicate a message or to construct meaning from their learning.  

Writing to show learning  is a process that allows learners to share their thinking around a topic.  In order to share thinking, students participate in classroom contexts where speaking and listening about specific content area topics occur.  This participation in these classroom communities make learning to write an activity involving the personal, social, cognitive and knowledge building dimensions. These interrelated dimensions of literacy help student writers become successful at communicating their learning and expressing their thinking.