Using sociocultural and cognitive lenses the nature of reading scaffolding provided by an experienced district literacy coach during an upper elementary small group reading intervention

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Using sociocultural and cognitive lenses the nature of reading scaffolding provided by an experienced district literacy coach during an upper elementary small group reading intervention

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/15878

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dc.contributor.advisor Baker, Elizabeth A. (Elizabeth Anne), 1960- en_US
dc.contributor.author Haner, Jennifer
dc.contributor.other University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2012 Dissertations en_US
dc.date.accessioned 2012-10-26T20:00:26Z
dc.date.available 2012-10-26T20:00:26Z
dc.date.issued 2012
dc.date.submitted 2012 Summer en_US
dc.identifier.other HanerJ-072012-D348
dc.identifier.uri http://hdl.handle.net/10355/15878
dc.description Title from PDF of title page (University of Missouri--Columbia, viewed on October 26, 2012). en_US
dc.description The 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.description Dissertation advisor: Dr. Elizabeth Baker en_US
dc.description Includes bibliographical references. en_US
dc.description Vita. en_US
dc.description Ph. D. University of Missouri--Columbia 2012. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Curriculum and instruction. en_US
dc.description "July 2012" en_US
dc.description.abstract No 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.extent x, 285 pages en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.relation.ispartof 2012 Freely available dissertations (MU) en_US
dc.subject elementary education en_US
dc.subject literacy coaching en_US
dc.subject achievement gap en_US
dc.subject sociocultural perspective en_US
dc.title Using sociocultural and cognitive lenses the nature of reading scaffolding provided by an experienced district literacy coach during an upper elementary small group reading intervention en_US
dc.type Thesis en_US
thesis.degree.discipline Curriculum and instruction en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ph. D. en_US
thesis.degree.level Doctoral en_US


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