The Re-emergence of Gestalt Psychology and Implications For Reading Readiness

Abstract

Associational models of learning explain how persons establish cognitive relations between arbitrarily paired stimuli and responses. In contrast, Gestalt Theory emphasizes that the most commonly occurring paradigm of learning is one in which cognitive selection predominates. There is recent evidence that selection is influenced primarily by already established organizational schemata. The majority of reading readiness approaches attempt to raise children's sensitivity to decoding procedures that are reconcilable with associational models. A Gestalt alternative to traditional readiness exercises must meet 2 criteria: (1) The instructional unit must introduce learning strategies in the context of existing organizations, and (2) The structure and substance of the unit must be sensitive to individual organizational eccentricities by permitting a wide range of responses. An example of a Gestalt reading readiness set of activities is outlined; and the relative advantage to special education students is discussed.