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dc.contributor.advisorBaker, Elizabeth A. (Elizabeth Anne), 1960-eng
dc.contributor.authorHaner, Jennifereng
dc.contributor.otherUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2012 Dissertationseng
dc.date.issued2012eng
dc.date.issued2012eng
dc.date.submitted2012 Summereng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on October 26, 2012).eng
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.eng
dc.descriptionDissertation advisor: Dr. Elizabeth Bakereng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionVita.eng
dc.descriptionPh. D. University of Missouri--Columbia 2012.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Curriculum and instruction.eng
dc.description"July 2012"eng
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.eng
dc.format.extentx, 285 pageseng
dc.identifier.oclc872568986eng
dc.identifier.otherHanerJ-072012-D348eng
dc.identifier.urihttp://hdl.handle.net/10355/15878eng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartof2012 Freely available dissertations (MU)eng
dc.subjectelementary educationeng
dc.subjectliteracy coachingeng
dc.subjectachievement gapeng
dc.subjectsociocultural perspectiveeng
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 interventioneng
dc.typeThesiseng
thesis.degree.disciplineCurriculum and instruction (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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