Skip to Main Content
 

Global Search Box

 
 
 

ETD Abstract Container

Abstract Header

Scaffolding in Literacy Learning and Teaching: The Impact of Teacher Responsiveness During Writing on First Grade Students’ Literacy Learning

Brownfield, Katherine Singleton
http://rave.ohiolink.edu/etdc/view?acc_num=osu1461144877

Abstract Details

2016, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
The notion of scaffolding is commonly referred to in educational research and practice, however there is little empirical evidence on its role in literacy learning, and even less so in the context of early writing. Additionally, of the empirical work on the topic, scaffolding is often used as synonymous with any form of guidance or support. Therefore, bringing the theoretical tenets of the scaffolding metaphor to bear, this study examined the nature of and relationship between teachers’ scaffolding, in particular the teacher’s instructional and domain contingency during writing, and first grade students’ writing outcomes. Data sources were taken from an extant dataset and included 56 videos of 24 teachers working one-to-one with 25 first grade students during the writing portion of the Reading Recovery lesson, students’ pre and post assessment data on three measures of writing, lesson records, and student writing samples. Problem-solving cycles in which the teacher and child interacted on a particular writing-related content were transcribed and coded in terms of instructional contingency, how the teacher adjusted her degree of control in response to the student, and domain contingency, which referred to the content focus of the interaction and the overall appropriateness of the teaching moves in the problem-solving cycle. Hierarchical and stepwise regression were used to determine whether the proportion of instructionally and domain contingency moves and cycles accounted for any variance in the students’ writing outcome scores above and beyond entry score. Results of the hierarchical regression indicated that neither the proportion of instructionally contingent moves, nor the proportion of cycles rated as good teaching moves had a significant impact on exit Writing Vocabulary, Hearing and Recording Sounds in Words, or Early Writing Observational Rubric score, nor did the teacher’s shift in degrees of control within opportunities for contingency. However, stepwise regression analysis revealed that the proportion of problem-solving cycles spent on writing vocabulary was associated with a significantly lower score in exit Writing Vocabulary. Furthermore, the proportion of problem-solving cycles focused on making an analogy to a familiar word and on rereading were associated with significantly higher exit Early Writing Observational Rubric scores. The implications of these findings for scaffolding research and early writing are discussed.
Emily Rodgers, Ph.D (Advisor)
Jerome D'Agostino, Ph.D (Committee Member)
Ian Wilkinson , Ph.D. (Committee Member)
211 p.
Education; Literacy
Literacy; Scaffolding; Writing; Early Childhood; Reading Recovery

Recommended Citations

Citations

  • Brownfield, K. S. (2016). Scaffolding in Literacy Learning and Teaching: The Impact of Teacher Responsiveness During Writing on First Grade Students’ Literacy Learning [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461144877

    APA Style (7th edition)

  • Brownfield, Katherine. Scaffolding in Literacy Learning and Teaching: The Impact of Teacher Responsiveness During Writing on First Grade Students’ Literacy Learning. 2016. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1461144877.

    MLA Style (8th edition)

  • Brownfield, Katherine. "Scaffolding in Literacy Learning and Teaching: The Impact of Teacher Responsiveness During Writing on First Grade Students’ Literacy Learning." Doctoral dissertation, Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461144877

    Chicago Manual of Style (17th edition)

osu1461144877
1,068
© 2016, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.