Disciplinary Literacy in Elementary School: How a Struggling Student Positions Herself as a Writer

• In Event: 16.021 - Modeling Scientific Writing: Current Problems and Potential Solutions for Teaching Writing to Struggling Students

Abstract

Recently there has been much interest in disciplinary literacy (Schleppegrell, 2004; Lukin, 2004; Fang & Scheppegrell, 2008; O´Halloran, 2005; Wineburg, 2001), however, much of the associated research has focused on the secondary level, leaving a notable gap in our thoughtful application about disciplinary literacy in elementary schools. Additionally, teaching disciplinary literacy is often considered most appropriate for higher achieving students (Heller, 2011). Therefore, using a case study approach, the present work documents the growth of a struggling elementary students during a year-long intervention promoting disciplinary writing through model texts and teacher scaffolding.

Author

• Anne Haland, University of Stavanger