Comprehension instruction in second grade classrooms : investigating pedagogical practices that support comprehension acquisition

dc.contributor.advisorMaloch, Bethen
dc.contributor.committeeMemberWorthy, Joen
dc.contributor.committeeMemberShallert, Dianeen
dc.contributor.committeeMemberFairbanks, Colleenen
dc.contributor.committeeMemberField, Sherryen
dc.creatorBeutel, Denise Duncanen
dc.date.accessioned2012-07-05T20:44:24Zen
dc.date.available2012-07-05T20:44:24Zen
dc.date.issued2012-05en
dc.date.submittedMay 2012en
dc.date.updated2012-07-05T20:44:31Zen
dc.descriptiontexten
dc.description.abstractThe purpose of this qualitative study was to examine the ways in which teachers scaffold students’ acquisition of reading comprehension skills. This semester-long study employed ethnographic methods of data collection, including classroom observations, teacher interviews, and video and audio recordings of classroom events. Data was analyzed using the constant comparative method as described by Strauss and Corbin (1990) and discourse analysis, informed by Mercer (1987). Two case studies offer detailed portraits of the nature of comprehension instruction in second grade classrooms. Findings indicate that teacher directed scaffolding of comprehension strategies and a classroom environment that supported engagement and understanding of text afforded young readers opportunities to acquire strategies that assist in making meaning from text. Study findings also suggest that a continuum of support within teacher-led lessons provided the students occasions to observe and to participate in comprehension strategy use in a supportive context. This study offers insight on pedagogical practices that support young readers in acquiring comprehension skills and strategies.en
dc.description.departmentCurriculum and Instructionen
dc.format.mimetypeapplication/pdfen
dc.identifier.slug2152/ETD-UT-2012-05-5029en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2012-05-5029en
dc.language.isoengen
dc.subjectComprehensionen
dc.subjectReadingen
dc.subjectEarly literacyen
dc.subjectTeachingen
dc.titleComprehension instruction in second grade classrooms : investigating pedagogical practices that support comprehension acquisitionen
dc.type.genrethesisen
thesis.degree.departmentCurriculum and Instructionen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorUniversity of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophyen

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