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ndltd-OhioLink-oai-etd.ohiolink.edu-osu1242845174
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oai_dc
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu12428451742021-08-03T05:55:49Z Understanding teacher and student talk durying literacy instruction in a one-to-one tutoring setting Rodgers, Emily M. <p>One-to-one tutoring is a recognized form of intervention however simply having a tutor is not sufficient to guarantee a student's success. One important element of tutoring programs which positively influences a student's reading progress is the pattern of language interactions between student and teacher.</p><p>The purpose of this study was to examine the nature of the talk between student and tutor in a one-to-one literacy program to describe how language was used to scaffold literacy understandings. The study was carried out within the context of Reading Recovery lessons; a well-researched literacy tutoring program with demonstrated effectiveness.</p><p>A qualitative case study approach was used to characterize the patterns of talk between one Reading Recovery teacher and two of her students when the student read a new book with the teacher's support.</p><p>Analyses of the data revealed three kinds of scaffolds created within the student and teacher interactions. Continuous and mended scaffolds were helpful to the student in that he was able to immediately use the teacher's talk to problem solve at difficulty. Misleading scaffolds, characterized by the presence of at least two consecutive teacher contributions to which the student could not respond, were not as helpful to the student.</p><p>The researcher found that the teacher created helpful scaffolds just as frequently for John as she did for Nathaniel. In addition, misleading scaffolds were rarely present in either students' interactions with the teacher. The researcher concluded that the presence of scaffolds was not sufficient to account for the difference in John and Nathaniel's reading progress.</p><p>A closer examination of the talk within the scaffolds revealed an important distinction that may account for the difference in their progress: the teacher frequently demonstrated critical literacy behaviors for John yet demonstrations were notably absent from her interactions with Nathaniel. The researcher concluded that demonstrations were critical to John's accelerated reading progress.</p><p>These findings demonstrate that talk within one-to-one tutoring is critical to the student's growing literacy understandings. While scaffolds are necessary to a student's learning, the nature of the talk within scaffolds is even more critical if the student is to become an independent reader.</p> 1998 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1242845174 http://rave.ohiolink.edu/etdc/view?acc_num=osu1242845174 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
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NDLTD
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| language |
English
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NDLTD
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| author |
Rodgers, Emily M.
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| spellingShingle |
Rodgers, Emily M.
Understanding teacher and student talk durying literacy instruction in a one-to-one tutoring setting
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| author_facet |
Rodgers, Emily M.
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| author_sort |
Rodgers, Emily M.
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| title |
Understanding teacher and student talk durying literacy instruction in a one-to-one tutoring setting
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| title_short |
Understanding teacher and student talk durying literacy instruction in a one-to-one tutoring setting
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| title_full |
Understanding teacher and student talk durying literacy instruction in a one-to-one tutoring setting
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| title_fullStr |
Understanding teacher and student talk durying literacy instruction in a one-to-one tutoring setting
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| title_full_unstemmed |
Understanding teacher and student talk durying literacy instruction in a one-to-one tutoring setting
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| title_sort |
understanding teacher and student talk durying literacy instruction in a one-to-one tutoring setting
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| publisher |
The Ohio State University / OhioLINK
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| publishDate |
1998
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| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1242845174
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| work_keys_str_mv |
AT rodgersemilym understandingteacherandstudenttalkduryingliteracyinstructioninaonetoonetutoringsetting
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1719427991293919232
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