Theories and Models Comparison
Piaget’s Theory vs. Vygotsky’s Theory
Piaget’s Theory of child development posits that cognitive development happens in stages. They include the sensorimotor, preoperational, concrete operational, and formal operational stages (Meadows, 2017). Consequently, Vygotsky’s Theory posits that social interactions can mediate and guide a child’s cognitive development. According to Kozulin (2015), Vygotsky’s Theory is founded on a sociocultural theory that suggests that children learn and adopt the attitudes and beliefs they see in their environment. One of the main differences between the two theories is that Piaget’s Theory suggests that cognitive development starts from within, while Vygotsky’s Theory suggests that cognitive development starts from the outside because it is influenced by external factors such as the people the child interacts with and their culture. The second difference is that Piaget’s Theory is structural due to the assumption that psychological stages influence cognitive development.
In contrast, Vygotsky’s Theory is constructive because it focuses on acquiring knowledge as a cumulative event, including new understandings and experiences integrated into existing cognitive structures. The third difference is that Piaget’s Theory assumes that cognitive development is universal across different cultures. In contrast, Vygotsky’s Theory assumes that cognitive development differs among people from different cultures. The fourth difference is that Piaget’s Theory assumes that thought arises from language because language relies on the child’s cognitive development. In contrast, Vygotsky’s Theory assumes that language and thought are separate and merge when a child is three years old, leading to speech development. Piaget emphasizes the significance of peer interactions in promoting cognitive development, while Vygotsky emphasizes transmitting cultural tools to help a child adapt intellectually. Piaget’s Theory also assumes that a child’s development must occur before they learn. Consequently, Vygotsky’s Theory assumes that learning is a universal and essential part of the process of developing specifically human, culturally structured psychological functions.
Gough’s Reading Model vs. the Interactive Reading Model
Gough’s Reading Model assumes that written texts are organized hierarchically, and readers must follow a bottom-up approach when reading. The bottom-to-up approach suggests that readers must identify the features of the letters in a written text, connect the features to recognize spelling patterns, join letters to identify spelling patterns, connect spelling patterns to recognized words, and proceed to text-level, paragraph, and sentence processing (Catts, 2018). Gough assumes that decoding language and language comprehension are necessary to comprehend reading successfully, and the only way to successfully understand reading is through language decoding and comprehension success. The Interactive Reading Model assumes that readers use the knowledge of how words are structured and background knowledge to interpret written texts. The model focuses on employing background knowledge, vocabulary knowledge, and social construction to get the meaning of a text (Fu, 2016). The main difference between Gough’s Reading Model and the Interactive Reading Model is their reading approach. Gough’s Reading Model applies the bottom-up approach. In contrast, the Interactive Reading Model applies the top-down and bottom-up approaches. Another difference is that Gough’s Reading Model emphasizes direct instruction and teaching phonics to learners to improve their reading capabilities. In contrast, the interactive model emphasizes the development of foundational skills while acknowledging personal choice and reading interest in selecting reading material. The interactive model also assumes that there is a high likelihood of knowledge retention when a reader is interested in what they are reading. Therefore, when the Interactive Reading Model is used, students engage in a collaborative process of self-improvement and inquiry.
References
Catts, H. W. (2018). The simple view of reading: Advancements and false impressions. Remedial and Special Education, 39(5), 317-323. https://doi.org/10.1177/0741932518767563
Fu, B. (2016). Interactive reading model and college English reading. Proceedings of the 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. https://doi.org/10.2991/icemaess-15.2016.143
Kozulin, A. (2015). Vygotsky’s Theory of cognitive development. International Encyclopedia of the Social & Behavioral Sciences, 322-328. https://doi.org/10.1016/b978-0-08-097086-8.23094-8
Meadows, S. (2017). An assessment of Piaget’s Theory of cognitive development. Developing Thinking, 7-25. https://doi.org/10.4324/9781315213323-2
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Theories and Models Comparison
Theorist Comparison of Piaget and Vygotsky; Reading Model Contrast of Gough’s Reading Model and the Interactive Reading Model
Students will investigate and compare two theories while contrasting two reading models to uncover more information in order to fully understand the tenets for the implication of practice and research.
Theorist Comparison of Piaget and Vygotsky; Reading Model Contrast of Gough’s Reading Model and the Interactive Reading Model