Scaffolding Learning of Language Structures with Visual-Syntactic Text Formatting

Autor/inn/en	Park, Youngmin; Xu, Ying; Collins, Penelope; Farkas, George; Warschauer, Mark
Titel	Scaffolding Learning of Language Structures with Visual-Syntactic Text Formatting
Quelle	In: British Journal of Educational Technology, 50 (2019) 4, S.1896-1912 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Ying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12689
Schlagwörter	English; Language Arts; Literacy Education; Teaching Methods; Social Studies; Syntax; Grade 4; Grade 5; Grade 6; School Districts; Comparative Analysis; Scaffolding (Teaching Technique); Laptop Computers; State Standards; Reading Achievement; Educational Benefits; Writing Strategies; At Risk Students; Elementary School Students; Language Minorities; Native Speakers; English Language Learners; Instructional Effectiveness; Visual Stimuli; California + Suchen Sie Ihr Suchwort? English language; Englisch; Sprachkultur; Teaching method; Lehrmethode; Unterrichtsmethode; Gemeinschaftskunde; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School district; Schulbezirk; Laptop computer; Laptop; Computer; Digitalrechner; Leseleistung; Bildungsertrag; Schreibtechnik; Sprachminderheit; Muttersprachler; Unterrichtserfolg; Kalifornien
Abstract	The current study examines the effects of digital scaffolding on the English literacy of fourth- and sixth-grade students. A total of 1085 native English-speaking and language minority students from 25 treatment classes and 20 control classes across three school districts participated in this study for one school year. Treatment students read their English language arts and social studies text in visual-syntactic text format (VSTF) on their laptops and control students read the regular block format of the textbook either on their laptops or in print. Observations and interviews revealed that VSTF reading facilitated instruction processes and student learning in reading activities. The results of California Standard Tests (CST) before and after the treatment revealed that sixth-graders who received syntactic scaffolding outperformed control students on the composite CST score. In particular, reading in VSTF benefited the treatment students in three CST sub-categories: word analysis, written conventions and writing strategies. This study suggests that future research should investigate instructional strategies that support reading and writing development of adolescents, including at-risk students, using syntactic scaffolding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01