Chapter 2: Theoretical Framework: Cognitive Constructivism Theory and Sociocultural Constructivism Theory As stated in Chapter I, to create better readers, many reading specialists agree that the study of words is a developmentally sound approach to providing reading instruction (Orso et al, 2008; The Word Study is grounded in strong evidence-based research on the developmental stages of reading and spelling; however, the study of words and in particular word sorting have a small amount of scientific evidence regarding their success in teaching reading (Boscardin et al, ND). To create an evidence-based study, it is useful to analyze the study of words Using the lenses of cognitive constructivism and sociocultural constructivism theories, I will consider WtW's approach to teaching reading from both internal cognitive development and external social influences of learning. In Chapter 2 I will briefly review the principles of each theory and demonstrate how the theories provide an applicable balance for this study. Constructing meaning from an event is an important link to understanding (Carlisle, 2000; Francis, et al., 1996; NICHD, ND; Rasinski and Oswald, 2005; However, the idea of ​​constructivism, or constructivism, is a broad concept with multiple connotations. Two distinct types of constructivism will be the focus of this study, cognitive constructivism and sociocultural constructivism. The two theories are essentially different in that cognitive constructivism presupposes the internal construction of information as a controlling influence, while sociocultural constructivism presupposes external interactions with peers and adults as m...... middle of paper ......ble tool for examining the data of this study. The origin of the study of words is based on the belief of student constructivism in understanding and comprehending new knowledge on the part of the developers of word study, on the generalized belief of education specialists that this is the way students learn, on its fundamental role in teacher preparation programs and on his acceptance of the dynamics within the classroom play a role in adequate instruction. Therefore, for this study, it is advantageous to use both Piaget's and Vygotsky's cognitive and sociocultural theories of constructivism as theoretical frameworks. Together, these theories will form the lens for analyzing the data collected as part of the study. Using both, I am able to examine both the internal and external construction of an individual's information. In the next chapter I establish the methodology of this study.