From Attitudes to Action: Promoting Positive Literacy Beliefs and Practices Through Digital Scaffolding

• In Event: Critical Isses in Literacy Research 4

Abstract

This study investigated how Visual Syntactic Text Formatting (VSTF), a digital literacy intervention, impacted the development of students’ literacy attitudes, beliefs, and practices at two intermediate schools in Southern California. VSTF holds great potential to strengthen academic achievement in traditionally underserved populations such as ELLs or children with exceptional needs. Studies to date indicate positive gains for students who incorporate VSTF into their reading practices. However, an investigation into the affective impact of VSTF, as it relates to students’ literacy attitudes, beliefs, and practices, has yet to be conducted. This study explores how digital literacy intervention features engage struggling readers less responsive to more traditional pedagogies.

Authors

• Yenda Prado, University of California - Irvine

• Mark Warschauer, University of California - Irvine

• Penelope Collins, University of California - Irvine