| Type of Document |
Dissertation |
| Author |
Burch, Judith Rollins
|
| Author's Email Address |
jburch2@lsu.edu |
| URN |
etd-04132007-101339 |
| Title |
A Study Examining the Impact of Scaffolding Young Children's Acquisition of Literacy in Primary Grades |
| Degree |
Doctor of Philosophy (Ph.D.) |
| Department |
Curriculum & Instruction |
| Advisory Committee |
| Advisor Name |
Title |
| Earl Cheek, Jr. |
Committee Chair |
| James Wandersee |
Committee Member |
| Pam Blanchard |
Committee Member |
| Paul Mooney |
Committee Member |
| Anna Nardo |
Dean's Representative |
|
| Keywords |
- early childhood
- scaffolding
- reading
- writing
- literacy
|
| Date of Defense |
2007-03-13 |
| Availability |
unrestricted |
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.
|
| Files |
| Filename |
Size |
Approximate Download Time
(Hours:Minutes:Seconds)
|
| 28.8 Modem |
56K Modem |
ISDN (64 Kb) |
ISDN (128 Kb) |
Higher-speed Access |
| |
Burch_dis.pdf |
3.42 Mb |
00:15:49 |
00:08:08 |
00:07:07 |
00:03:33 |
00:00:18 |
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