I really agree with this, because overtime as you grow older when you learn something new and or something you don't like. You can be come lazy and analyze why you don't like it. Compared to when you are a child, it's almost like a requirement and essential so no questions are usually asked.

The idea that the children learn the root word first before adding any prefixes or endings seems like common sense. I believe this practice should be carried in later schooling when the children are facing more difficult words. Teachers should expect to break down the words into smaller parts that are easily understood by students

While this is pertinent in younger ages, it is important to remember some children never fully outgrow this phase. The phase may develop to be a lesser form. This causes a problem of identity in later years as students try to 'find themselves'

Afflerbach's description of reading makes it easier to separate students in a class, this could be advantageous, but could also be detrimental to classroom construction and atmosphere.

I think this is a very important modern distinction of the definition. Today, there are so many various ways of receiving and processing information that requires a revamped understanding/definition of literacy.

Behaviorism, to me, seems like more of a strategy for teachers to navigate teaching than a learning strategy. This author, like many others, seems to be functioning under the belief that each of these "learning theories" are separate and individual when, in my experience, they function simultaneously and exist only to compartmentalize as a way to attempt to understand human learning. They are all essentially trying to explain the same very complex thing. There needs to be a more overarching and complete theory that includes and involves all of these individual theories and more that have not been included. Teaching and learning are so complicated that not one of these ideas can truly cover what is going on, which is why I believe that there is such a debate - each of these targets one aspect, which resonates with different people, but fails to cover the whole spectrum of learning.

This is the basis of my teaching philosophy. In all of my previous classes and experiences, I have found that this holds true almost every time - the more knowledge shared the more knowledge each person has. Even if a student is learning or studying "alone," they are still collaborating with the author or object.

This is the theory I most agree with, if not just for the visual organization.

Even if students are just getting information that can be obviously applied to real life, or a discussion about how what they're learning affects their current lives, they will be more willing to learn and actually receive instruction.

Group work can be valuable if the work is properly distributed. Group work has the stigma of forcing one student to take the brunt of the load and the other students coasting by, but with today's technology, teachers can more closely monitor participation to help with the balance.

One of the things I worry about is for a student that does not have the opportunity to access technology outside of the classroom feeling as if they do not fit in or belong with their social groups. Technology now, especially with the youth, is extremely valued and the type of technology you can access is almost an indicator of social class, which is always a factor in peer groups and bullying.

Now, we need to teach our students how to navigate communicating in a much different way than what was taught in previous years. What I believe is most important in this list, though all aspects of online literacy are important, is teaching tone and understanding how to communicate with different audiences appropriately.

Due to a range of outside forces like class-gap and poverty, in our classrooms we will have students that range from high technological literacy to almost no experience with technology. In today's world, it is our job to shrink that gap between those students who have the privilege of experience with outside technology and those who do not.