Tuesday, September 8, 2009

Learning/ Word Recognition vs. Acquisition/Sociopsycholinguistic

Label each activity (L) for learning/word recognition or (A) for acquisiton/sociopsycholinguistic view.
Some activities can have both labels. Be prepared to explain your choices.

The students:

__L___look up words in the dictionary to write definitions
__A___make a Venn diagram to compare two stories
__L__practice sounding out words
__L___read in round~robin fashion
__A___correct peers when they make a mistake during reading
__A___identify words on a big book page that start with the same sound
__A__group cards with classmates' names by a criterion on such as first or last letter
__A___write rhyming poetry and then discuss different spellings for the same sound
__L___ask the teacher how to spell any word they don't know
__L__read a language experience story they have created with the teacher
__A___work in pairs to arrange words from a familiar chant into sentences
__L___divide words into syllables
__L___on a worksheet, draw a line from each word to the picture that starts with the same sound
__A___make alphabet books on different topics

The teacher:

__L___pre-teaches vocabulary
_L/A___does a shared reading with a big book
__L__makes sure that students read only books that fit their level
__L___has students segment words into phonemes
__L__writes words the students dictate for a story and has students help with the spelling of difficult words
__A___asks students to look around the room and find words starting with a certain letter
__L___uses decodable texts
__A___sets aside time for SSR (sustained silent reading) each day teaches Latin and Greek roots
__A___has students meet in literature circles
__L___conducts phonics drills
__L___chooses predictable texts
__A___teaches students different comprehension strategies does a picture walk of a new book
__L___uses a variety of worksheets to teach different skills

I think of Word Recognition/Learning as breaking down the fundamentals of reading and writing. Students learn the fundamentals first, and then the message second. I also think of this as the skill and drill approach. The teacher teaches the lesson and then the students practice the learned skill through worksheets, basal reading, etc.
With the Acquisition/Sociopsycholinguistic view, the message is first and the fundamentals come next. I believe this is more student-based teaching where the students learn from themselves, each other, and the guidence of the teacher. I visualize a lot of group work, student-teacher conferences, individual work, etc. I personally like this approach better.


  1. Emily,
    You made a good observation that the acquisition/sociopsycholinguistic view of teaching is a more student-centered view learning in which students learn from exploration and application, their peers, and the teacher.

  2. Emily,
    I like how you stated that word recognition/learning is breaking down the fundamentals of reading and writing and acquisition is getting the message first. After reading this chapter, I realized that my approach is traditional, but I do think that learners need the fundamentals first. I appreciate your wording!

  3. Emily,
    You explained the differences very well. In stating that word recognition is fundementals first and message second and that acquision is message first and fundementals second. One is teacher based and the other student based.