Doctor of Philosophy (PhD)
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.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Burch, Judith Rollins, "A study examining the impact of scaffolding young children's acquisition of literacy in primary grades" (2007). LSU Doctoral Dissertations. 1095.
Earl Cheek, Jr.