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

• In Event: Poster Session 2
  In Poster Session: Literacy Instruction

Abstract

This study examined the nature of and relationship between teachers’ scaffolding, conceptualized as contingent responsiveness to students during writing, and first grade students’ writing outcomes. Data from an extant dataset, including videotaped lessons of Reading Recovery teachers working 1-to-1 with struggling first graders, pre and post student assessment data, lesson records and student writing samples, was used. The contingency of the teachers’ responses based on student understanding was coded and linked to students’ writing outcomes. Data analysis is ongoing, but results of pilot work indicated variability in whether the teachers responded contingently and in the type of response they provided (e.g. too much or too little). Additional analysis will center on linking the teachers’ responsiveness to the students’ writing outcomes.

Authors

• Katherine Brownfield, The Ohio State University - Columbus

• Emily M. Rodgers, The Ohio State University

• Jerome V. D'Agostino, The Ohio State University

• Ian A. G. Wilkinson, Ohio State University