A study examining the impact of scaffolding young childrens acqu

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 the quality of instruction a student receives accounts for only 10% of the variance in student achievement This report concluded that the factors that influence student achievement are aspects (e.g student ability, socioeconomic status) of the student’s life over which the school or teacher has no control Jencks (1972) corroborated Coleman’s findings, concluding that “Most differences in student’s test scores are due to factors that schools not control” (p 109) Researchers (e.g Rosenthal, 1991; Hunter & Schmidt, 1990) assert that a more meaningful way to interpret the Coleman Report is to focus upon the percentile gain in achievement instead of the percentage of explained differences in scores as Coleman did in his study These researchers contend that an average student who attends a good school can potentially have a score that is 23 percentile points higher than an average student attending a poor school Examining these findings from this perspective seems to indicate that high caliber schools and quality instruction definitely can make a difference in student achievement Studies such as these purport that what was once thought of as the “art” of teaching is now quickly becoming the “science” of teaching, a concept that is relatively new to the education arena Research and studies conducted since the Coleman and Jencks studies have demonstrated that an individual teacher can have a powerful effect upon her students even if the school does not (Marzano, Pickering, & Pollock, 2001) Coleman and Jencks examined the “average” effect of schools Within any school, there is a great deal of variation in the quality of instruction delivered from teacher to teacher Today, researchers are examining these teachers to determine whether or not it is possible to identify what it is that these more capable, effective teachers when they deliver instruction (Johnson, 2004; Cunningham & Allington, 2003; DarlingHammond, 1998) The theory is that if it is possible to determine what it is that “effective” teachers during instruction then instruction might be improved among all teachers, and thus Darling-Hammond, L (1998) The right to learn: A blueprint for creating schools that work San Francisco: Jossey-Bass DeFord, D E., Lyons, C A., & Pinnell, G S (Eds.) (1991) Bridges to literacy: Learning from reading recovery Portsmouth, NH: Heinemann Dewey, J (1916) Democracy and education New York: Macmillian Diaz, R M., Neal, C J., & Amaya-Williams, M (1990) The social origins of selfregulation In L C Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology, (127-54) New York: Cambridge University Press Diaz, R M., Neal, C J., & Vachio, A (1991) Maternal teaching in the zone of proximal development: A comparison of low-and high-risk dyads Merrill-Palmer Quarterly 37: 83-108 Dickinson, D K., & Tabors, P O (2001) Beginning literacy with language: Young children learning at home and school Baltimore, MD: Paul H Brookes Dixon-Krauss, L (1996) Vygotsky in the classroom: Mediated literacy instruction and assessment Whiteplains, NY: Longman Dorn, L (1996) A Vygotskian perspective on literacy acquisition: Talk and action in the child’s construction of literate awareness Literacy, teaching, and learning: An international journal of early literacy 2, 2: 15-40 Dorn, L J., French, C., & Jones, T (1998) Apprenticeship in literacy: Transitions across reading and writing York, ME: Stenhouse Dorn, L J., & Soffos, C (2001) Shaping literate minds: Developing self-regulated learners Portsmouth, ME: Stenhouse Dorn, L J., & Soffos, C (2001) Scaffolding young writers: A writers’ workshop approach Portsmouth, ME: Stenhouse East Baton Rouge Parish Fingertip Facts East Baton Rouge Parish School Board, 2004 Edwards, C (1993) Partner, nurturer and guide: The roles of the Reggio teacher in action In Edwards, C., Gandini, L., & Forman, G (eds.), The hundred languages of children: The Reggio Emilia approach to early childhood education (pp 51-69) Norwood, NJ: Ablex Eisner, E W (1985) The educational imagination: On the design and evaluation of school programs (2nd ed.) New York: Macmillan Flippo, R F (2001) Reading researchers in search of common ground Newark, DE: International Reading Association 147 Fountas, I C., & Pinnell, G S (1996) Guided reading: Good first teaching for all Children Portsmouth, NH: Heinemann Gopnik, A., Meltzoff, A N., & Kuhl, P K (1999) The scientist in the crib: Minds, brains, and how children learn New York: Morrow Greenspan, S I (1997) The growth of the mind and the endangered origins of intelligence Reading, MA: Addison-Wesley Halliday, M A K (1975) Learning how to mean: Explorations in the development of language London: Edward Arnold Harris, T L & Hodges, R E (Eds.) (1995) The literacy dictionary: The vocabulary of reading and writing Newark, DE: International Reading Association Hart B., & Risley, T (1995) Meaningful differences Baltimore: Brookes Co Hunter, J E., & Schmidt, F L (1990) Methods of meta-analysis: Correcting error and bias in research findings Newbury Park, CA: Sage International Reading Association (1999) Using multiple methods of beginning reading instruction: A position statement of the International Reading Association [Brochure] Newark, DE: Author Jencks, C., Smith, M S., Ackland, H., Bane, J J., Cohen, D., Grintlis, H., Heynes, B., & Michelson, S (1972) Inequality: A reassessment of the effects of family and schools in America New York: Basic Johnston, P H (2004) Choice words: How our language affects children’s learning Portland, MA: Stenhouse Juel, C (1988) Learning to read and write: A Longitudinal study with 54 children form first through fourth grades Journal of educational psychology 80: 437-47 LeDoux, J (1996) The emotional brain: The mysterious underpinnings of emotional life New York: Touchstone Leong, D., Bodrova, E., Hensen, R., & Henninger, M (1999) Scaffolding early literacy through play New Orleans, National Association for the Education of the Young Child (NAEYC) 1999 Annual Conference Levine, M (2002) A mind at a time New York: Simon & Schuster Lincoln, Y S., & Guba, E G (1985) Naturalistic Inquiry Newbury Park, CA: Sage 148 Luria, A R (1969) Speech development and the formation of mental process In M Cole and I Maltzman, (Eds.) A Handbook of Contemporary Soviet Psychology, (pp.124-138) New York: Basic Luria, A R (1973) The working brain: An introduction to neuropsychology New York: Harper Collins Luria, A R (1982) Language and Cognition New York: Wiley Lyons, C A (2003) Teaching struggling readers: How to use brain-based research to maximize learning Portsmouth, NH: Heinemann Lyons, C A & Pinnell, G S (2001) Systems for change in literacy education: A guide to professional development Portsmouth, NH: Heinemann Lyons, C A., Pinnell, G S., & DeFord, D E (1993) Partners in learning: Teachers and children in reading recovery® New York: Teacher’s College Manz, D (2001) Breakthrough to literacy [inservice presentation] at Melrose Elementary, Baton Rouge, LA Bothell, WA: The Wright Group/McGraw Hill Marzano, R J., Pickering, D J., & Pollock, J E., (2001) Classroom instruction that works: Research-based strategies for increasing student achievement Alexandria, VA: Association for Supervision and Curriculum Development Marzano, R J (2003) What works in schools: Translating research into action Alexandria, VA: Association for Supervision and Curriculum Development McCarthy, E M (1992) Anatomy of a teaching interaction: The components of teaching in the ZPD [Paper presented at the annual meeting of the American Educational Research Association] San Francisco: CA Ninio, A., & Bruner, J (1978) The achievement and antecedents of labeling Journal of Child Language, 5, 1-15 Palincsar, A S (1998) Social constructivist perspectives on teaching and learning Annual Review of Psychology, 49, 345-75 Palincsar, A S., & Brown, A L (1984) Reciprocal teaching of comprehension-fostering and monitoring activities Cognition and instruction 1: 117-75 Patton, M Q (1990) Qualitative evaluation and research methods (2nd ed.) Newbury Park, CA: Sage Piaget, J (1955) The language and thought of the child (M Gabain, Trans.) New York: World Publishing 149 Piaget, J (1977) The development of thought: Equilibration of cognitive structures New York: Viking Pinker, S (1997) How the mind works New York: W.W Norton Pinker, S (1994) The language instinct: How the mind creates language New York: Harper Collins Ratey, J J (2001) A user’s guide to the brain New York: Pantheon Books Roberts, R N., & Barnes, M L (1992) “Let momma show you how”: Maternal-child interactions and their effects on children’s cognitive performance Journal of Applied Developmental Psychology, 13, 363-76 Rogoff, B., Mistry, J., Gonciu, A., & Mosier, C (1993) Guided participation in cultural activity by toddlers and caregivers Mongraphs of the Society for Research in Child Development, 58 (8, Serial No 236), 34-36 Rogoff, B., Mosier, C., Mistry, J., & Gondu, A., (1993) Toddlers’ guided participation with their caregivers in cultural activity In Contexts for learning, E A Forman, N Minick, & C A Stone, (Eds.), pp 230-253 New York: Oxford University Rosenblatt, L.M (1983) Literature as exploration (4th ed.) New York: Modern Language Association Rosenshine, B., Meister, C., & Chapman, S (1994) Reciprocal teaching: A review of the research Review of Educational Research, 64 (4), 479-530 Rosenshine, B., Meister, C C., & Chapman, S (1996) Teaching students to generate Questions: A review of the intervention studies Review of Educational Research, 66 (2), 181221 Rosenthal, R (1991) Meta-analytic procedures for social research Newbury Park, CA: Sage Sanders, W L., &, Horn, S P (1994) The Tennessee value-added assessment system (TVAAS): Mixed-model methodology in educational assessment Journal of Personal Evaluation in Education, 8, 299-311 School Report Card for Parents (2003-2005) East Baton Rouge Parish School Board School Report Card for Parents (2004-2005) East Baton Rouge Parish School Board School Report Card for Parents (2005-2006) East Baton Rouge Parish School Board Snow, C E., Burns, S M., & Griffin, P (1998) Preventing reading difficulties in young 150 children Washington, DC: National Academy Press Spiro, R J., Feltovich, P J., Jacobson, M J., & Coulson, R L (1995) Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains In Steffe, L P., & Gale, J., (eds.), Constructivism in education Hillsdale, NJ: Lawerence Earlbaum Spradley, J P (1979) The ethnographic interview Belmont, CA: Wadsworth Group/Thomson Learning Spradley, J P (1980) Participant observation Belmont, CA: Wadsworth Group/Thomson Learning Stenhouse, L (1985) A note on case study and educational practice In Burgess, R G (Ed.), Field methods in the study of education (pp 263-271) London: Falmer Stewart, M T (2002) “Best practice” Insights on literacy instruction from an elementary classroom Newark, DE: International Reading Association; Chicago: National Reading Conference Teale, W H., & Sulzby (1986) Emergent literacy: Writing and reading Norwood, NJ: Ablex Tierney, R J & Pearson, P D (1992) A revisionist perspective on “Learning to learn from texts: A framework for improving classroom practice.” In E.K Dishner, T.W Bean, J.E Readence, & D.W Moore (eds.), Reading in the content areas: Improving classroom instruction (3rd ed.) (pp 82-86) Dubuque, IA: Kendall-Hunt Using scaffolding strategies to teach the conventions, grammar and vocabulary of American English (2003) Brown University Retrieved July 14, 2003, from http://www2.alliance.Brown,edu/dnd/Snapshot_6.shtml Vacca, R T., & Vacca, J L (1996) Content area reading (5th ed.) New York: Harper Collins College Vygotsky, L (1933/1978) The mind in society Cambridge, MA: Harvard University Press (Original work published 1938) Vygotsky, L (1986) Thought and language A Kozulin, ED & Trans Cambridge, MA: Massachusetts Institute of Technology (Original work published 1934) Wood, D., Bruner, J., & Ross, G (1976) The role of tutoring in problem solving Journal of Child Psychology and Psychiatry, 17, 89-100 151 Wright, S P., Horn, S P., & Sanders, W L (1997) Teacher & classroom context effects on student achievement: Implications for teacher evaluation Journal of Personnel Evaluation in Education, 11, 57-67 Yin, R K (1994) Case study research: Design and methods, (2nd ed.) Thousand Oaks, CA: Sage Yin, R K (2003) Case study research: Design and methods, (3rd ed.) 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