Deford Theoretical Orientation To Reading Profile: Critical Analysis

The DeFord Theoretical Orientation to Reading Profile, developed in 1985 by Diane DeFord, is a way to measure the philosophy and belief systems associated with instructional practices in the beginning of reading. The three systems include phonics, skills, and whole language (Vacca et al 2006).

The bottom-up beliefs systems, associated with Behaviorism, place emphasis on letters, letter-sound relationships, and the understanding that the student, in order to comprehend the selection, must recognize each word in a text. There is importance placed on decoding, and skills are taught in a systematic and sequential format.

The top-down belief system, connected to Constructivism, holds that students learn to read through authentic activities in

My most basic, fundamental belief in education has always been that every student is capable of learning. The learning may not take place on my desired timeline, but each child has the capacity to learn. I have always considered myself to be child-centered, rather that teacher-centered, in the classroom. I hold that most learning is accomplished when new information can be integrated into previous knowledge, and I also find that a balanced approach to any learning includes the repetition of information and a varied approach in delivery.

When looking at being an instructor who has a blended philosophy, I find that there are several key components. First, I have come to understand that the environment I create in my classroom reinforces my expectations of learning and must provide a means for each student to succeed. I also need to create an environment where students feel physically and emotionally secure so they have the opportunity to become risk-takers in their literacy

Throughout my education I’ve come to realize that best practice indicates the need to incorporate stories, plays, poetry, dictionaries, newspapers, textbooks, informational books, and the rest to allow each learner the opportunity to engage in the exploration of in range of texts. I also must provide time for the student to respond to, reflect upon, and discuss what they are reading and writing.

One of my strongly held beliefs is that the best learning experiences occur when the student takes ownership of the learning. I truly believe that students need to be included in setting individual goals, making decisions about independent reading choices, and selection of activities to demonstrate learning. In no way do I believe that the students dictate what is done, but I feel that they should have a voice in what and how they learn.

Quality explicit instruction combined with the opportunities to explore, create, and share literacy activities is the foundation of my classroom. I have gained an understanding that each student can obtain the skills necessary to improve their own reading and