When individuals encounter something that cannot be reduced to preexisting elements in a given schema, they must “accommodate,” expanding that framework to take new information into account. To the extent that profound alterations in self-awareness and identification can settle into differences in personal identity, those particular differences might be thought of as changes to the observer’s “self-schema”—the particular framework through which they imagine themselves in relation to the world.

David Yaden

David B. Yaden Jr. (Ph.D., University of Oklahoma) is Professor of Language, Reading and Culture at the University of Arizona College of Education. Prior to his present position at UA, he held appointments at Emory University, the University of Houston, and the University of Southern California. He has been a principal investigator in the federally-funded Center for the Improvement of Early Reading Achievement (CIERA) where he supervised the implementation of an early literacy curriculum for Spanish-speaking preschoolers in inner-city Los Angeles. His research interests and specializations include developmental issues in early childhood education, the acquisition of literacy and biliteracy in young children, family literacy, theories of reading disability and the application of complex adaptive systems theory to growth in reading and writing.

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