Relevant bibliographies by topics / Scaffolding Literacy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Scaffolding Literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Scaffolding Literacy"

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Sari, M. S., S. Sunarmi, and K. Mawaddah. "The Effect of Scaffolding of Information Literacy on the Botanical Literacy of Prospective Biology Teachers." Jurnal Pendidikan IPA Indonesia 10, no. 2 (June 30, 2021): 253–59. http://dx.doi.org/10.15294/jpii.v10i2.29978.

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The present study aims to determine the effect of the scaffolding of information literacy on the botanical literacy of prospective biology teachers. The current study employed an experimental method with a non-equivalent group design. The respondents comprised 120 students in the Biology Education Program of Malang State University (the academic year 2017/2018), divided into the control and experimental groups. Data collection was based on scaffolding information literacy among prospective biology teachers and subsequent botanical literacy tests in multiple-choice format. The botanical literacy test provides nine indicator references. Reliability testing was done using Cronbach's alpha. Data were analyzed through pre-test covariate analysis (p < 0.05) for the control and experimental groups. The present study indicates that the scaffolding of information literacy has a significant effect on botanical literacy among prospective biology teachers. The findings of the current study suggest that innovation in botany learning, in this case, the scaffolding information literacy, can improve the botanical literacy of biology education students. It is necessary to undertake learning innovation with biology education students in a professional manner to enable them to transfer knowledge using scaffolding information literacy to their prospective students. In conclusion, the scaffolding of information literacy has a significant effect on botanical literacy among prospective biology teachers.
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Cummins, Jim, Minoo Ardeshiri, and Sarah Cohen. "Computer-Supported Scaffolding of Literacy Development." Pedagogies: An International Journal 3, no. 1 (January 9, 2008): 4–21. http://dx.doi.org/10.1080/15544800701771572.

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Erna muliastrini, Ni ketut. "Pengaruh Model Pembelajaran Inkuiri dengan Teknik Scaffolding terhadap Kemampuan Literasi Sains dan Prestasi Belajar IPA." Jurnal Ilmiah Sekolah Dasar 2, no. 3 (November 28, 2018): 230. http://dx.doi.org/10.23887/jisd.v2i3.16137.

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This study aimed at investigating the effect of inquiry learning model with scaffolding techniques toward ability of science literacy and natural science learning achievement. The design used in this study was using basic pattern Single Factorial Independent Group Design with quasi-experiment type. The sample used was 58 students. The data collected were ability of science literacy and naural science learning achievement. The data were analyzed by using MANOVA used SPSS 17.00 for windows. Research results showed that: First, the ability of science literacy students who were taught by using inquiry learning model with scaffolding techniques was significantly better than students who were taught by using conventional model (F = 19,982; p < 0.05). Second, the natural science achievement of students who were taught by using inquiry learning model with scaffolding techniques was significantly better than students who were taught by using conventional model (F = 13,268; p < 0.05). Third, simultaneously, the ability of science literacy and natural science learning achievement between students who were taught by using inquiry model with scaffolding techniques was significantly better than students who were taught by using conventional model.
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Nickel, Jodi. "Early Childhood Education Students’ Emergent Skills in Literacy Scaffolding." Journal of Childhood Studies 36, no. 1 (March 30, 2011): 13–19. http://dx.doi.org/10.18357/jcs.v36i1.15134.

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This study examined how four early childhood education students applied their knowledge of emergent literacy in their practicum settings. Literacy research has shown that in order for young children to become effective readers, they must develop 1) a vocabulary-rich knowledge base, 2) the ability to reason about story messages, and 3) the code-related skills of phonological awareness and print awareness. The students’ college instruction focused on ways to promote emergent literacy by scaffolding children’s skill development in these three early literacy areas, particularly during story reading. At the conclusion of their practicum, the students were asked to identify the specific ways in which they had promoted emergent literacy skills. The resulting data suggested students were sometimes confused about the code-related skills of phonological awareness and print awareness. Students reported they seldom had conversations with the children that focused on coderelated skills as part of their story reading activities. Furthermore, their application of discussion techniques in support of children’s vocabulary development and the ability to reason about story messages were of questionable quality. This data suggests that early childhood educators require significant modeling and practice to develop the complex skills needed for effective instructional scaffolding during story book reading.
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Rose, David, Leah Lui Chivizhe, Anthony Mcknight, and Arthur Smith. "Scaffolding Academic Reading and Writing at the Koori Centre." Australian Journal of Indigenous Education 32 (2003): 41–50. http://dx.doi.org/10.1017/s1326011100003811.

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AbstractThis paper describes a “scaffolding” methodology for teaching academic literacy that has achieved outstanding success with Indigenous adults returning to formal study at the Koori Centre, University of Sydney. The paper begins by outlining the background to the Koori Centre program and the literacy needs of Indigenous students. We then describe the methodology, including the approach to teaching academic reading, making notes from reading, and writing new texts using these notes. These are key skills required for academic study, which Koori Centre students need to learn. The paper concludes by describing some of the results for students’ literacy development and changing approaches to teaching in the Koori Centre.
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Gardiner, Wendy. "Rehearsals in Clinical Placements: Scaffolding Teacher Candidates' Literacy Instruction." Teacher Educator 53, no. 4 (June 27, 2018): 384–400. http://dx.doi.org/10.1080/08878730.2018.1441348.

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Cheng, Rui. "Computer-mediated Scaffolding in L2 Students’ Academic Literacy Development." CALICO Journal 28, no. 1 (September 30, 2010): 74–98. http://dx.doi.org/10.11139/cj.28.1.74-98.

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Doering, Aaron, and George Veletsianos. "Multi-Scaffolding Environment: An Analysis of Scaffolding and its Impact on Cognitive Load and Problem-Solving Ability." Journal of Educational Computing Research 37, no. 2 (September 2007): 107–29. http://dx.doi.org/10.2190/q58t-4388-8015-8141.

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A Multi-Scaffolding Environment (MSE) is a multimedia environment reliant on authentic scaffolding. We examine the impact of the availability of multiple scaffolds on learning and cognitive load within an MSE where learners are assigned a real-world task and given access to four support tools to help them complete the task. By examining an MSE in the area of geographic literacy, we explore the effectiveness of problem-based learning and whether multiple scaffolding is applicable to any content area. Quantitative and qualitative data indicate that a learner-controlled multi-scaffolding approach may be a valuable approach in problem-based learning contexts.
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Mertzman, Tania, Jennifer Vierk, Tammy Kildahl, Jessica Wintheiser, Yun-Ting Hung, and Andrea Goldstein. "Improving Teachers' Scaffolding Choices: A Focus on Teachers'' Literacy Interruptions." International Journal of Learning: Annual Review 13, no. 11 (2007): 7–16. http://dx.doi.org/10.18848/1447-9494/cgp/v13i11/58568.

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Rodgers, Emily, Jerome V. D'Agostino, Sinéad J. Harmey, Robert H. Kelly, and Katherine Brownfield. "Examining the Nature of Scaffolding in an Early Literacy Intervention." Reading Research Quarterly 51, no. 3 (March 15, 2016): 345–60. http://dx.doi.org/10.1002/rrq.142.

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Dissertations / Theses on the topic "Scaffolding Literacy"

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Waller, Tim. "Cognition and technology : scaffolding young children's literacy through ICT." Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/30981.

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Young children in nursery and school at the present time are active participants in a community and a culture where the use of technology is a regular, and growing, part of daily life. This thesis discusses the possible benefits of children's experience and awareness of ICT and examines aspects of teacher-child interaction in the context using computers to support literacy teaching in the classroom. A detailed consideration of the 'scaffolding' process and its role in supporting teaching and learning with ICT is made. The thesis describes and analyses a research project carried out in primary and nursery school classes with children aged between 3 and 8 years, over a period of two years. The research was designed to explore how children use computers to read and write in the classroom and to investigate the teachers' style of interaction when supporting children's literacy with ICT. The research was conducted from a sociocultural perspective and a range of methods, including video recordings, observations, questionnaires and semi-structured interviews were used to gather and evaluate data from children and teachers. After evaluation of the data, results from the project are analysed, and the thesis then discusses the findings of the study in relation to previous research and makes a number of points about the nature of teacher-child interaction around the computer during literacy sessions. The problematic nature of identifying and describing scaffolding and joint activity in the classroom is considered in detail and further areas for investigation discussed. In the concluding remarks a conceptual and theoretical position is advanced in the light of the study to determine ways forward for research in the field.
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Jackson, Carolyn M. Rhodes Dent. "The high school library web site scaffolding information literacy skills /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276395781&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202154031&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Dent Rhodes (chair), Tom Crumpler, Cheri Toledo, Bobb Darnell. Includes bibliographical references (leaves 107-113) and abstract. Also available in print.
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Keith, Karin, Huili Hong, and Renee Rice Moran. "Scaffolding Student Reading of Informational Texts with Science Literacy Centers." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1014.

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Constable, Susan Diane. "Tutor-child interactions in bookmaking: Scaffolding children's early literacy understandings /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487946103565371.

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

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Bremner, Patricia. "Teacher scaffolding of literate discourse with Indigenous Reading Recovery students." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5623.

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The research study described in this report was conducted in 2007 at a Kindergarten to Year 12 College, situated in the remote Kimberley region of Western Australia. Using case study methods, this research aimed to examine the scaffolding techniques used by two Reading Recovery teachers as they supported the language and literacy learning of two Indigenous Reading Recovery students. And further, to examine the impact of this scaffolding on each student’s language and literacy learning.
Multiple data sets were collected and examined with results discussed throughout this study. Transcripts and direct quotes were used to support the reporting of emergent themes and patterns with the convergence of the data used to support the internal validity of this small scale study.
This paper takes the position that generalisations, assumptions and stereotypical negative images of Indigenous students as disengaged and noncompliant students can be curtailed when teachers acknowledge that Indigenous students are active language learners with rich cultural and linguistic ‘funds of knowledge’ (Moll & Greenberg, 1990). These funds can support students’ new learning of literate discourse which is defined and used throughout this study as: the language used in schools to read, write and talk about texts used for educational purposes. Significantly, difficulties Indigenous students experience with literate discourse have been identified as contributing to the educational underachievement of this group of Australian students (Gray, 2007; Rose, Gray & Cowey, 1998, 1999).
The findings from this small scale study indicate that within the context of Reading Recovery teaching, teacher-student interaction and contingent teacher scaffolding, centred on text reading and writing experiences can support Indigenous students to code-switch between home languages and dialects, Standard Australian English and literate discourse.
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Moran, Renee Rice. "Scaffolding the Use of Non-fiction Text with Young Readers." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3627.

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Keith, Karin, and Renee Rice Moran. "Practical Strategies for Scaffolding the Reading of Informational Texts." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1013.

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Sotiriou, Hallberg Siri. "Den som äger en trädgård och en boksamling saknar intet - Om begreppet ”läsförståelse” och undervisning i läsförståelsestrategier i den svenska gymnasieskolan." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33629.

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Denna studie är ett examensarbete på avancerad nivå med inriktning mot gymnasieskolan i fördjupningsämnet svenska och lärande. Syftet med studien har varit att undersöka vilka olika dimensioner begreppet ”läsförståelse” kan ha för lärare i svenska på gymnasiet samt att belysa vilka strategier dessa lärare använder för att träna sina elever i läsförståelse. De frågor som ligger till grund för min undersökning är:•Finns det en enighet i hur de intervjuade lärarna i svenska på gymnasiet definierar begreppet ”läsförståelse”?•Hur arbetar dessa lärare didaktiskt med läsförståelsestrategier i sin undervisning?Läsförståelse är en förmåga som flera av de elever som börjar gymnasiet inte till fullo har tillgodogjort sig i grundskolan och vikten av att även under gymnasietiden medvetet arbeta med strategier för läsförståelse belyses. Metoden som används är kvalitativa intervjuer med tre gymnasielärare med svenska som huvudämne i sin lärarexamen. Utifrån detta empiriska material vill jag visa hur de intervjuade lärarna definierar begreppet läsförståelse samt vilka didaktiska överväganden dessa lärare gör då de planerar sin undervisning med fokus på läsförståelseträning. Resultatet visar att de intervjuade lärarna definierar de faktorer som ligger till grund för att utveckla elevernas läsförståelse, men att läsförståelse som begrepp (utifrån PISA-testets definition) inte belyses under intervjuerna. Vidare arbetar samtliga intervjuade lärare med läsförståelse i sin undervisning, men på varierande grund och utifrån olika didaktiska ställningstaganden.
This essay is an advanced degree level project, written as a major consisting of 300 credits at Malmö University. The purpose of this study has been to highlight the matter of how teachers in a Swedish upper secondary school are discussing and teaching their students reading comprehension. The questions asked is: •Is there a consensus to be found in how the interviewed teachers in swedish language in the upper secondary school defines the concept of ”reding comprehension”?•What didactical considerations do these teachers make when they work with strategies for an improved reading comprehension among their pupils?Previous studies shows that students graduate from elementary school without satisfying capacity to read, understand and to make sense of different texts. The qualitative method used in the empirical study investigates how three teachers with swedish language and literature as their main subject defines the concept of reading comprehension and how these teachers are working with different methods to improve the reading comprehension of the students. The result shows that the approached teachers defines the factors that are essential to develope and improve reading comprehension, but not reading comprehension as a concept. Further more, the teachers are using didactically motivated methods to work with and improve their students reading comprehension, but with different theoretical reasons and with a varied degree of theoretical rootedness.
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Cheng, Rui. "The role of computer-mediated communication in non-native speakers' acquisition of academic literacy." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001986.

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Books on the topic "Scaffolding Literacy"

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Green, Simon. Scaffolding Academic Literacy with Low-Proficiency Users of English. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39095-2.

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M, Gregory Kara, and McCarty Louise T, eds. Scaffolding emergent literacy: A child-centered approach for preschool through grade 5. 2nd ed. Boston: Pearson/Allyn and Bacon, 2005.

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Axford, Beverley. Scaffolding literacy: An integrated and sequential approach to teaching reading, spelling and writing. Camberwell, Vic: ACER Press, 2009.

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Axford, Beverley. Scaffolding literacy: An integrated and sequential approach to teaching reading, spelling and writing. Camberwell, Vic: ACER Press, 2009.

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Axford, Beverley. Scaffolding literacy: An integrated and sequential approach to teaching reading, spelling and writing. Camberwell, Vic: ACER Press, 2009.

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1962-, Ukrainetz Teresa A., ed. Contextualized language intervention: Scaffolding K-12 literacy achievement. Eau Claire, Wis: Thinking Publications, 2005.

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Rodgers, Adrian, and Emily M. Rodgers. Scaffolding Literacy Instruction: Strategies for K-4 Classrooms. Heinemann, 2004.

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Adrian, Rodgers, and Rodgers Emily M, eds. Scaffolding literacy instruction: Strategies for K-4 classrooms. Portsmouth, NH: Heinemann, 2004.

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Ukrainetz, Teresa A. Contextualized Language Intervention: Scaffolding Prek-12 Literacy Achievement. Super Duper Publications, 2005.

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Simon, Green. Scaffolding Academic Literacy with Low-Proficiency Users of English. Palgrave Macmillan, 2020.

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Book chapters on the topic "Scaffolding Literacy"

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Ravid, Dorit Diskin. "Morphological Scaffolding in Learning to Spell: A Cross-Linguistic Review." In Literacy Studies, 41–55. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-1-4419-0588-8_3.

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Jennings, Eric, Hans Kishel, Bryan S. Vogh, Angie Stombaugh, Rita Sperstad, and Arin VanWormer. "Scaffolding Information Literacy in the Nursing Curriculum." In Information Literacy: Key to an Inclusive Society, 394–402. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-52162-6_39.

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Green, Simon. "Scaffolding the Construction of Academic Literacies." In Scaffolding Academic Literacy with Low-Proficiency Users of English, 41–70. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39095-2_3.

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Green, Simon. "Academic Literacy and Communicative Language Ability." In Scaffolding Academic Literacy with Low-Proficiency Users of English, 71–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39095-2_4.

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Chenowith, Natasha H. "Culturally Relevant Pedagogy and Cultural Scaffolding in Literacy Education." In Pump It Up, 129–32. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-612-5_23.

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Green, Simon. "What This Book Is About." In Scaffolding Academic Literacy with Low-Proficiency Users of English, 1–9. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39095-2_1.

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Green, Simon. "The Nature of Academic Literacies." In Scaffolding Academic Literacy with Low-Proficiency Users of English, 11–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39095-2_2.

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Green, Simon. "A Case in Point: The University of Leeds/Omani Ministry of Education BA Educational Studies Programme." In Scaffolding Academic Literacy with Low-Proficiency Users of English, 95–113. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39095-2_5.

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Green, Simon. "Conclusion." In Scaffolding Academic Literacy with Low-Proficiency Users of English, 115–23. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39095-2_6.

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Mercuri, Sandra, and Natascha Mercuri. "Scaffolding English Language Learners’ Literacy Development Through a Science Inquiry Approach." In Teaching the Content Areas to English Language Learners in Secondary Schools, 231–45. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02245-7_15.

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Conference papers on the topic "Scaffolding Literacy"

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Vivian, Brenda, and Lianne Malan. "DISCIPLINE EMBEDDED ACADEMIC LITERACY INTERVENTIONS: EVALUATING AN INSTRUCTIONAL SCAFFOLDING AND TECHNOLOGY ENHANCED APPROACH." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1034.

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Padmadewi, Ni Nyoman, and Luh Putu Artini. "Using Scaffolding Strategies in Teaching Writing For Improving Student Literacy in Primary School." In Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.36.

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Wakhungu, C. N. "The Impact of Teachers Interpersonal Characteristics on Acquisition of Reading Skills among Grade Three Pupils in Public Primary Schools in Bungoma County, Kenya." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3106.

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The acquisition of requisite reading skills plays a crucial role in scaffolding learning and more so when children start their education. These reading skills form an important pivot around which most learning revolves. Nevertheless, studies globally indicate that majority of school-age pupils are not being taught the relevant reading skills at an appropriate age and grade hence most of them attain the age of eleven years before acquiring these skills. The integral role played by the teacher in enabling learners to acquire reading skills cannot be over-emphasized. They are, in fact, an important axis around which all educational processes revolve including the success in the acquisition of the children’s literacy skills. The purpose of this study was to find out the impact of teacher interpersonal characteristics on the acquisition of reading skills among grade three pupils in public primary schools in Bungoma County, Kenya. Vygotsky’s (1978) theory was fundamental to this study. A descriptive survey research was adopted in the study focusing on grade three pupils, their class teacher and the headteachers in Bumula Sub-County. Simple random sampling and purposive sampling techniques were used to select the study sample of 32%. Data was collected using questionnaires, interview schedules and reading tests for grade three pupils to determine their level of reading skills. The researcher designed a pupil test to determine the levels of reading across the Grade III Learners. The study found out that teachers’ interpersonal characteristics had an impact on the acquisition of reading skills among the grade III learners. The study further established that Grade III pupils in Bungoma County have overall poor reading skills as manifested by their dismal sound recognition, comprehension, word recognition, and reading fluency. Furthermore, the study established that Grade III teachers are neither aware nor apply their interpersonal skills, but rely on their skills to help Grade III learners acquire reading skills. The study recommended that Bungoma County’s Ministry of Education should use these findings for policy implementation as a way or improving teacher interpersonal relationships, through modification of the curriculum of teacher training colleges. Keywords: Acquisition, Impact, Interpersonal characteristics, Reading skills
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