Submission Title
Using a Scaffolded Multi-Component Intervention to Support the Reading and Writing Development of English Learners
Abstract
Growing numbers of English learners (National Clearinghouse for English Language Acquisition, 2010) suggest the critical need for effective research-based interventions to support them. Interventions that are designed to help English learners make reading-writing connections are more likely to capitalize on the reciprocal nature of both reading and writing (Tierney & Pearson, 1983) and accelerate literacy development (Clay, 1998). Our teacher research investigation suggests that instructional models that strengthen language and literacy processes through scaffolding and mediational approaches such as read-alouds, shared reading and writing, interactive writing, and individual guided writing show promise in supporting the literacy progress of young English learners. In this collaborative practitioner investigation, second-grade English learners received literacy instruction in an ESOL pull-out program two days per week. In six weeks, these learners demonstrated growth in reading levels, phonemic awareness, and orthographic awareness as indicated in pre- and post-test assessments. The findings suggest long-range investigation of this intervention model is warranted.
Recommended Citation
Fullerton, Susan King; McCrea-Andrews, Heather; and Robson, Kimberly. (2015). Using a Scaffolded Multi-Component Intervention to Support the Reading and Writing Development of English Learners. i.e.: inquiry in education: Vol. 7: Iss. 1, Article 5.Retrieved from: https://digitalcommons.nl.edu/ie/vol7/iss1/5