ERIC Number: EJ1348886
Record Type: Journal
Publication Date: 2022-Apr
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0502
EISSN: EISSN-2642-8857
Supporting Informational Text Comprehension: One Educator's Scaffolding during Instruction in Kindergarten
Martin, Nicole M.
Reading Horizons, v61 n1 Article 3 p21-45 Apr 2022
Educators' support when using informational text in kindergarten is foundational to children's comprehension and future learning. Prior research has not offered clear insight into their help when children experience difficulties during informational text comprehension instruction. The current study examined one kindergarten educator's support. Mrs. Swanson's teaching was observed two to three times per week for 15 weeks, and lesson artifacts were collected. Discourse analytic coding procedures, constant comparison, and thematic analysis revealed that the educator consistently provided verbal scaffolding but inconsistently supported the individual children who were experiencing comprehension difficulty. An expanded focus on educators' scaffolding at children's points of difficulty when using informational text in kindergarten is required in future research and teacher education.
Descriptors: Teaching Methods, Kindergarten, Preschool Teachers, Reading Instruction, Scaffolding (Teaching Technique), Difficulty Level, Lesson Plans, Discourse Analysis, Grounded Theory, Reading Comprehension, Reading Materials, Teacher Student Relationship, Verbal Communication, Case Studies
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: https://scholarworks.wmich.edu/reading_horizons/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A