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dc.contributor.advisorBaker, Elizabeth A. (Elizabeth Anne), 1960-en_US
dc.contributor.authorHaner, Jennifer
dc.contributor.otherUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2012 Dissertationsen_US
dc.date.issued2012
dc.date.submitted2012 Summeren_US
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on October 26, 2012).en_US
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.en_US
dc.descriptionDissertation advisor: Dr. Elizabeth Bakeren_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionVita.en_US
dc.descriptionPh. D. University of Missouri--Columbia 2012.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Curriculum and instruction.en_US
dc.description"July 2012"en_US
dc.description.abstractNo Child Left Behind (NCLB, 2002) and the reauthorization of Individuals with Disabilities Education Improvement Act (IDEA, 2004) asserted the need for American children to receive scientifically research-based instruction and interventions. A variety of quantitative studies have determined components of effective reading interventions (Edmonds et al., 2009; Simmons et al., 2007; Wanzek, Wexler, Vaughn, & Ciullo, 2009; Vellutino, Scanlon, Small, & Fanuele, 2006 ). Few studies have described instructional strategies teachers provide during scientifically research-based reading interventions. Using sociocultural and cognitive perspectives, I conducted this study with the intent of describing an instructional strategy, scaffolding, provided by an experienced district literacy coach. A constructivist paradigm informed this study's methodology. One experienced district literacy coach and five fourth-grade students participated in this descriptive case study (Merriam, 2009). The coach was observed during the course of the intervention interacting with the students. Informal and semi-structured interviews were conducted weekly as a way to co-construct the district literacy coach's reality of the nature of scaffolding. Artifacts were gathered to triangulate the data. Three key findings emerged about the nature of reading scaffolding: possessing in-depth knowledge of qualities of proficient reading, diagnosing students' needs and strengths, and providing lower-level to higher-level scaffolding.en_US
dc.format.extentx, 285 pagesen_US
dc.identifier.otherHanerJ-072012-D348
dc.identifier.urihttp://hdl.handle.net/10355/15878
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartof2012 Freely available dissertations (MU)en_US
dc.subjectelementary educationen_US
dc.subjectliteracy coachingen_US
dc.subjectachievement gapen_US
dc.subjectsociocultural perspectiveen_US
dc.titleUsing sociocultural and cognitive lenses the nature of reading scaffolding provided by an experienced district literacy coach during an upper elementary small group reading interventionen_US
dc.typeThesisen_US
thesis.degree.disciplineCurriculum and instructionen_US
thesis.degree.grantorUniversity of Missouri--Columbiaen_US
thesis.degree.levelDoctoralen_US
thesis.degree.namePh. D.en_US


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