A study examining the impact of scaffolding young children's acquisition of literacy in primary grades
type: CreativeWork
description: 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.
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.
author: Burch, Judith Rollins
keywords: early childhood, scaffolding, reading, writing, literacy
date published: 2007-01-01T08:00:00Z
date modified: 2026-07-24T02:59:03Z
provider: Lousiana State University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Education

PropertyValue
property ID: DOI
value: 10.31390/gradschool_dissertations.1095