“Yes or No?” Exploring Overscaffolding in Peer-Led Literacy Activities for English Learners

• In Event: Teaching and Learning in Linguistically Diverse Settings

Abstract

The purpose of this paper is to explore how curriculum tools in a literacy-focused, cross-age peer-tutoring (CAPT) program for English learners (ELs) unexpectedly hindered elaborative discussion and engagement of kindergarten and fourth grade buddy pairs in literacy activities. The key finding is that recommended scaffolds for ELs, such as simplified syntax, closed-ended comprehension checks, and visuals actually over-scaffolded literacy discussions and limited student engagement. Findings lead to implications for practitioners and researchers who strive to support elementary-level ELs in developing literacy skills. For instance, including contingent, responsive processes in curriculum materials for peer-to-peer literacy activities can help peers engage in discussions around interpreting text.

Authors

• Shannon Mary Daniel, Vanderbilt University - Peabody College

• Melinda E. Martin-Beltran, University of Maryland - College Park

• Megan Madigan Peercy, University of Maryland - College Park

• Rebecca Deffes Silverman, University of Maryland - College Park

• Maria Elliker Crassas, Iowa State University