A study examining the impact of scaffolding young children's acquisition of literacy in primary grades

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.

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

Education

Year dc:date.available

2007

Author dc:creator

• Burch, Judith Rollins

• early childhood
• scaffolding
• reading
• writing
• literacy

Statement dc:rights

• unrestricted
• Release the entire work immediately for access worldwide.

Identifier

etd-04132007-101339
https://repository.lsu.edu/gradschool_dissertations/1095

OAI identifier oai:identifier

oai:repository.lsu.edu:gradschool_dissertations-2094