Identifier

etd-04132007-101339

Degree

Doctor of Philosophy (PhD)

Department

Education

Document Type

Dissertation

Abstract

This case study explores the implementation of scaffolding in literacy learning in a first grade classroom setting. The complexities and nuisances of scaffolding present in the elementary school classroom context during reading and writing instruction are examined. Ten first graders, five from a pilot study an five from the case study, are followed in reading and writing in a public school classroom. Themes indicate that students in lower elementary grades benefit from reading and writing instruction that include the following strategic elements: 1) leveled predictable texts; 2) small group guided reading and writing instruction; 3) systematic, strategic instruction based upon performance-based observation of student's interaction with texts and self-generated writing; 4)integration of reading and writing lessons; and 5) teacher/student dialogues and conversations supporting language acquisition and development of student understandings.

Date

2007

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Earl Cheek, Jr.

Included in

Education Commons

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