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The use of language to scaffold stud...

Lewis, Kayla D.

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The use of language to scaffold students' meaning-making process during literature discussions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The use of language to scaffold students' meaning-making process during literature discussions./
作者:	Lewis, Kayla D.
面頁冊數:	210 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3717962
ISBN:	9781321976120

The use of language to scaffold students' meaning-making process during literature discussions.
Lewis, Kayla D.

The use of language to scaffold students' meaning-making process during literature discussions. - 210 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (Ph.D.)--University of Arkansas at Little Rock, 2015.

This qualitative case study with multiple-case design was conducted to determine how language was used to scaffold students' thinking during literature discussions in order to facilitate the meaning-making process. Participants included three fifth-grade teachers and their literature discussion groups. Two research questions guided the research process: 1) How do teachers use language to scaffold students' meaning-making process during literature discussions? 2) How do students internalize mediation provided by the teacher and use language to support the meaning-making process of their peers during literature discussion? From a sociocultural standpoint, Vygotsky's (1978) theory of assisted performance, along with Wood, Bruner, and Ross' (1976) theory of scaffolding, working within a learner's zone of proximal development (ZPD) is the ideal place for learning to occur. This study explored how teachers scaffolded students, as well as how students scaffolded each other, in order to achieve deep levels of understanding during literature discussions. Literature discussions were examined to determine scaffolding patterns that were present for both teachers and students. Qualitative data analysis revealed that teachers used seven types of language to scaffold students' comprehension, and students used similar language to support their peers. The two most prominent language patterns, questioning and elaboration, created a recurring dialogic cycle intertwined with other language scaffolds. Through student-led groups, in which the teachers relinquished control of discussion topics and content, students worked together, with teacher support, to develop deeper understandings of text through language interactions around meaningful goals.

ISBN: 9781321976120Subjects--Topical Terms:

2122756
Reading instruction.

The use of language to scaffold students' meaning-making process during literature discussions.
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