Entry #6: A Learning/Word Recognition Approach vs. an Acquisition/Sociopsycholinguistic Approach

	Distinguishing Factors of Learning/Word Recognition Teaching & Learning	Distinguishing Factors of Acquisition/Sociopsycholinguistic Teaching & Learning
Position	Based on Behavioral Psychology Reading - -    “Written language must be learned” (Freeman & Freeman, 2004, p. 24). -    “Any word a student can pronounce is a word the student can understand” (26). Writing - -    Student writing is a reflection of his/her competence with language.	Based on Cognitive Psychology Reading - - “The ability to use written language is to some degree innate, and can be acquired” (p. 24). Writing - - Emphasizing process will help students produce higher quality writing. - “Focus on the message, not the form” (31). - By reading, students are gathering the necessary skills to be strong writers.
Goal	Reading - -    The goal of word recognition teaching is to help students learn to identify spoken words in writing. -    Recoding involves changing written language into oral language. Writing - -    Teachers want students to produce quality writing, so they break writing down into its components—words, then sentences, then paragraphs, then stories and essays.	Reading - - Comprehension is the goal of reading. Writing - - Students will be able to produce quality writing by internalizing the writing process and expressing themselves on paper.
Student’s Task	Reading - -    Identify words on sight. -    Learn skills to allow for connections between the symbols on the page and the words banked in their oral vocabulary. -    Apply phonics rules to determine word pronunciation. Writing - -    Students utilize prescribed sentence and paragraph structures in their writing. -    Students are expected to have correct handwriting format, spelling, mechanics, and structure.	Reading - - Use background knowledge and cueing systems to make sense of text. - Students will construct different meanings because each reader brings a unique perspective, background knowledge, and purpose for reading (26). - Use visual and sound information combined with background knowledge and semantics to make meaning. - Read and retell lends itself to structuring student writing. Writing - - Students explore topics of their own selection, conference with teachers and peers, and regularly share their finished work. - Students provide each other with feedback as they work through  the writer’s process. - Students will learn conventional formatting over time to accommodate their audience.
Teacher’s Role	Reading - -    Teach students vocabulary in advance of assigning the reading. -    Utilize flash cards to help strengthen sight word development. -    Teachers encourage students to break words into parts to determine the meanings of the different parts and recombine them to get a full meaning of the word (structural analysis) (27). -    Teachers correct mispronunciations during read alouds. Writing - -    Written instruction emphasizes construction. -    Direct Instruction will build on a progression of increasingly complex skills. -    Teacher corrects writing for grammar, mechanics, and spelling. -    Handwriting and spelling are often incorporated into the school’s writing curriculum.	Reading - - Read to students from illustrated big books, engage in the familiar (songs, chants,  & poems). - Imbed new terms within the context of texts. - Teachers confer with students about reading strategies to develop higher levels of understanding and reading proficiency. Writing - - Written instruction emphasizes content. - The teacher utilizes authentic assessments to create conditions for strong student writing. - The teacher will lead the class in minilessons to help them organize their ideas and utilize new elements of text. - Teachers allow writing to move from student-invention to conventional writing over time as part of a process.
What Theory Looks Like in Practice	Reading - -    Sounding out letters and blending sounds togetherwill help students to pronounce words. -    Utilize dictionaries to define difficult terms. -    Frequent classroom read alouds help introduce new words and teach correct pronunciations. Writing - -    Students will receive direct instruction in handwriting, spelling, mechanics, and format and be expected to adhere to standard conventions.	Reading - - Readers utilize three linguistic systems: graphophonics, syntax, and semantics. - Readers make predictions, inferences, and integrate the information of the text with what they already know.  - Students read extensively to acquire vocabulary as students face words in different contexts to gain a better understanding of the word’s meaning and properties. - Students read silently and reserve read alouds for extension activities. Writing - - Teachers will utilize a writer’s workshop classroom format, including time for individual conferences, peer sharing and review, writing, and reading time.
Shortcomings	Reading - -    Many words are easy for students to pronounce successfully but are hard to comprehend. -    Phonics rules break down with many simple and complex words. Writing - -    Students are encouraged to write to a formula which can hinder the creative process. -    The reading and writing process are not necessarily seen as connected. -    This approach does not foster a collaborative student writing environment.	Reading - - Highly individualized reading time doesn’t lend itself to overt observation of students’ reading skills and development. Writing - - Students will not necessarily adhere to standard writing conventions. - Some students need structural elements to help guide and scaffold their writing.
Common Elements…
Reading - -    “Good readers comprehend text” (25). -    Both encourage making sense of difficult words by dividing them into smaller parts.  But, that doesn’t necessarily guarantee meaning can be derived from the combined meaning of the word’s parts: “for example, it is difficult to decide on the meaning of a word like transportation by combining the meanings of its parts: across + carry + state of” (27).  Whether fragmenting prefixes and suffixes or dissecting a word to its roots, a clear definition will not always be derived for the learner. Writing - -          Both forms of writing would be possible to assess. -          Teacher input is critical to student success. -          Participation in writing-based activities will improve a student’s writing ability.