Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2007 A study examining the impact of scaffolding young children's acquisition of literacy in primary grades Judith Rollins Burch Louisiana State University and Agricultural and Mechanical College, jburch2@lsu.edu Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Education Commons Recommended Citation Burch, Judith Rollins, "A study examining the impact of scaffolding young children's acquisition of literacy in primary grades" (2007) LSU Doctoral Dissertations 1095 https://digitalcommons.lsu.edu/gradschool_dissertations/1095 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons For more information, please contactgradetd@lsu.edu A STUDY EXAMINING THE IMPACT OF SCAFFOLDING YOUNG CHILDREN’S ACQUISITION OF LITERACY IN PRIMARY GRADES A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College In partial fulfillment of the Requirements for the degree of Doctor of Philosophy in The Department of Educational Theory, Policy, and Practice by Judith Rollins Burch B.A., Southeastern Louisiana University, 1971 M.Ed., Southeastern Louisiana University, 1976 Ed.S., Louisiana State University, 1996 August, 2007 ©Copyright 2007 Judith Rollins Burch All rights reserved ii ACKNOWLEDGEMENTS This dissertation represents, not only a synthesis of those learning experiences evolving from my research endeavors during my doctoral studies, but a synthesis of my lifelong experiences as a learner I would like to express my deepest appreciation to my major professor, Dr Earl Cheek, for his advice, his encouragement, and above all his patience with me as I juggled the demands always present in a family, a student’s life, and a career as an educator I would like to also thank him for never pressuring me and for always supporting me with both the time and space needed to complete this journey During this journey, the learning experiences, encouragement, assistance, and friendship he offered, greatly enhanced both my personal and professional growth I would like to thank the members of my dissertation committee: Dr Pam Blanchard, Dr Paul Mooney, and Dr James Wandersee for their advice, support, and encouragement throughout the dissertation process I would also like to acknowledge the support and guidance early on in this process of Dr Margaret Stewart My appreciation is also extended to Dr Anna Nardo for her participation as the Graduate School representative on my doctoral committee In addition, many thanks are extended to Maryellyn Hale, who spent long hours assisting me in my data analysis My love and appreciation are extended to my husband, William M Burch, for initially encouraging me to undertake the doctoral journey and for his unyielding support as my journey progressed I would also like to express my love and appreciation to my parents, Robert and Marion Rollins, whose love, encouragement, support, and high expectations for my success have always served as a continuous source of motivation throughout my life To my children, Steven, Katherine, and Matthew, whose unconditional love, support, and tolerance of their mother’s iii constant preoccupation with her studies made this academic journey possible for me to undertake To my professional colleagues, who supported, listened, and dialogued with me, my thanks and gratitude will go with you forever as we continue our educational journey iv TABLE OF CONTENTS ACKNOWLEDGEMENTS…………………………………………………………………… iii ABSTRACT……………………………………………………………………………………vii CHAPTER INTRODUCTION…………………………………………………………….… Statement of Problem …….…………………………………………………………… Purpose of the Study… …….………………………………………………………….5 The Setting……… …….……………………………………………………………… The Educational System …….………………………………………………………… Significance of the Study …….………………………………………………………….9 Research Questions……………………………………………………………………… CHAPTER REVIEW OF THE LITERATURE ……………………………….……………10 Introduction …….……………………………………………………………….………10 Useful Definitions……………… …………….……………………………………… 10 Review of Literature ……… ……………………………………………………… 12 Scaffolding.….…………… ………………………………………………………… 14 Research Investigating Scaffolding.…… … …… …………………………… 20 Instructional Scaffolding…………………………………………………………………25 Social Context of Scaffolding……………………………………………………………39 CHAPTER METHODOLOGY………………………………………………………………64 Purpose of Study…………………………………………………………………………68 Focal Questions………………………………………………………………………… 69 Research Design………………………………………………………………………….70 Sampling Techniques…………………………………………………………………….70 Data Collection………………………………………………………………………… 70 Data Analysis…………………………………………………………………………….71 Case Study Timeline…………………………………………………………………… 72 CHAPTER RESULTS…………………………………………… ……………………… 74 Presentation of Students………………………………………………………………….74 Aspects of Scaffolding Studied……….………………………………………………….77 Pilot Study Students……….…………………………………………………………… 78 Adjustments in Case Study Based on District Mandates………………………… … 105 Case Study Students…………………………………………………………………….107 Summary……………………………………………………………………………… 133 CHAPTER SUMMARY…………………………………………………………………….135 Aspects of Scaffolding Studied…………………………………………………………137 Qualitative Data Analysis………………………………………………………………138 Interpretation of Findings………………………………………………………………141 Conclusions……….…………………………………………………………………….142 v REFERENCES…………………………………………………………………………………145 APPENDICES…… ………………………………………………………………………… 153 Appendix A: Human Participant Protections Education for Research Teams Completion Certificate…… …….154 Appendix B: Institutional Review Board…… ………………………………………155 Appendix C: Letter of Permission from Parish to Conduct Study…… …………… 156 Appendix D: Letter Requesting Parental Consent…… …………………………… 157 Appendix E: Student Release Form…… ….…………………………………………158 Appendix F: Consent Form…… …………………………………………………… 159 VITA……………………………………………………………………………………… … 160 vi 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 vii CHAPTER INTRODUCTION During the last decade many individuals and special interest groups have demanded that teachers and schools involved in the instruction of students in this country employ the most effective research based practices to deliver instruction to these students in classrooms In an effort to determine which educational practices are truly most effective, numerous studies have been run and teachers have been encouraged to become reflective regarding their own pedagogy This study examined the affect of scaffolding young children’s acquisition of literacy in the context of school classrooms Individuals, who are involved in the continual struggle to assist young learners as they acquire literacy skills, especially those involving reading and writing, constantly strive to examine and review those methods that seem to be producing competent readers and writers Earlier in the previous century, it was thought that teachers possessed a natural aptitude for teaching others how to something new It was almost as if this ability to teach were simply as natural as breathing As educators studied the art of teaching during the past century, it seemed to become clearly apparent to researchers that this “art” is clearly something that can be improved and developed with study and practice Marzano (2001) stated that until about 30 years ago teaching had not been systematically studied in any scientific manner (p 1) Researchers are not attempting to say that effective teaching did not exist before this time; prior to the 1970’s, however, educators had not examined the art of teaching in a systematic manner Early in the 1970’s researchers such as Brophy and Good (1986), Rosenthal (1991), Hunter and Schmidt (1990), began to examine the effects of instruction on student learning In summarizing his research Coleman (1966) in his famous “Coleman Report,” concluded that 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Thousand Oaks, CA: Sage 152 APPENDICES 153 Appendix A 154 Appendix B Appendix C 155 Appendix C Appendix D 156 Appendix D Appendix E 157 Appendix E 158 Appendix F 159 VITA Judith Rollins Burch was born in McComb, Mississippi, on December 16, 1948, to Robert Lanier Rollins, Jr., D.V.M., and Marion Jeanette Norman Rollins She graduated from Franklinton High School in 1966 and received a Bachelor of Arts degree, majoring in English and minoring in history, in 1971, from Southeastern Louisiana University While working as an English teacher at Franklinton High School, she returned to her alma mater and began courses pursuing her master’s degree in education Mrs Burch earned a Master of Education in Reading in 1976 In 1989 she began course work at Louisiana State University to obtain certification in elementary education She earned her Educational Specialist degree in Curriculum and Instruction from Louisiana State University in 1996 Mrs Burch has 28 years of classroom teaching experience at grade levels pre-k through twelfth grade She has seventeen years of teaching experience with first graders In 1992 she became a trained Reading Recovery® teacher From 1996 until 2006 she served as her school’s Literacy Specialist providing reading and writing lessons to “at risk” kindergarten and first grade students Mrs Burch is at present a first grade classroom teacher Since 1992 Mrs Burch has presented workshops on literacy at the local, state, and regional levels She is a member of IRA (International Reading Association), CARC (Capitol Area Reading Council), NCTE (National Council of Teachers of English), RRCNA (Reading Recovery Council of North America), Phi Delta Kappa, Delta Kappa Gamma, Phi Mu Fraternity, and Broadmoor United Methodist Church Mrs Burch has held office on several professional organization boards and serves on numerous committees in these organizations At present she is pursuing National Board Certification in Literacy Specialist area She and her husband, William 160 Murphy Burch, have three children, Steven Rollins Stafford, Katherine Whitney Burch, and William Matthew Burch Mrs Burch lives in Baton Rouge, Louisiana, with her family 161 .. .A STUDY EXAMINING THE IMPACT OF SCAFFOLDING YOUNG CHILDREN’S ACQUISITION OF LITERACY IN PRIMARY GRADES A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural... population (333) consists of 99.5% African-American, 5% Caucasian); 2) Approximately 94 of the population are from single-parent families with a female caregiver; 3 )The majority of the families are... meaning Teachers facilitate and support this acquisition of language through instructional scaffolding One of the most important means of supporting young children as they acquire reading and