Scaffolded Reading in a Response to Intervention Framework: Using Challenging Texts With Struggling Readers (Poster 28)

• In Event: AERA Poster Session 5
  In Poster Session: Division C Section 1A Poster Session 1. Literacy: Literacy Processes and Practices (San Diego)

Abstract

The current research looks at four variations of scaffolded reading instruction on the reading ability of struggling third-grade readers using informational texts. Social studies texts were selected using both Lexile and Guided Reading Levels to determine the selections’ difficulty. Twenty-four students from three different classrooms at a Title One school participated in one of four groups (wide vs. repeated reading and instructional vs. challenging texts). Analysis of the pretest indicated that the initial ability levels of the four groups were equivalent. The research demonstrated overall gains for the third-grade readers in terms of reading ability while expanding their access to vocabulary and conceptual knowledge, two of the factors underlying the achievement gap. Both quantitative and qualitative data will be reported.

Authors

• Melanie Kuhn, Purdue University

• Grace Pigozzi, Purdue University - Northwest

• Shuqi Zhou, Donghua University

• Robert L. Dahlgren, SUNY - College at Fredonia

• Asefeh Kardgar, Purdue University

• Elizabeth B. Meisinger, University of Memphis

• Kathleen H. Corriveau, Boston University

• James Gibert, Purdue University