A Brief Note On Freebody And Luke's Four Resources Model

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Over the years there have been many theories and practices of teaching and learning literacy across preschool, elementary, middle and early high school. A few of the theories and practices of teaching and learning literacy are Freebody & Luke’s (1990) Four Resources Model, a cognitive-constructivist view of reading (Graves, Juel, & Graves, 2007), and a complex theory of the reading process (Clay, 2013).
Freebody and Luke (1990) developed what they felt were four interconnected reading practices or roles a student should use in order to achieve literacy purposes. The first role Luke and Freebody describe is the code breaker, the code breaker decodes texts (Freebody and Luke, 1990). They decipher symbols (such as the alphabet) to form words.
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A strategy that can be used within this role is distinguishing between what is fact and what is opinion within a piece of text, while considering the values of the author.
An important aspect in incorporating cognitive-constructivist view of reading in my future classroom is to ensure my students’ understand the text analyst role while reading. If students only see stereotypical images in children’s picture books, they may think this is the way they should behave in or react to certain situations, and they may adjust their actions accordingly. For example, in many Disney stories, the beatific, abused maiden dutifully cleans the house or minds her cruel elders and does nothing to better her situation. The only way her station in life changes is when a man, a handsome prince, comes along and rectifies the situation. This is this major storyline in the books and movies Cinderella, Sleeping Beauty, and Snow White. Girls who are repeatedly exposed to such images of female traditionalism or “happily ever after” only at the hands of an external male party may not realize the extent of their own abilities of empowerment. I, as a teacher, need to ensure my students can analyze a text and determine who’s story it is or what stereotypes are present; along with teaching them that even though stereotypes exists doesn’t mean that they are true.
“The cognitive-constructivist view of reading emphasizes that reading is a process in which the
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