TITLE

Scaffolding to Improve Reading Comprehension and to Write a Scholarly Research Paper

AUTHOR(S)
Huggins, Gladys E.; Edwards, Rita
PUB. DATE
November 2011
SOURCE
International Journal of Humanities & Social Science;Nov2011, Vol. 1 Issue 16, p30
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Two action research studies were done to assess the effectiveness of utilizing instructional scaffolding in reading and writing courses on the college level. The purpose was to determine if instructional scaffolding would make an impact on students' reading and writing performance. Prior to implementation of the research studies, the teacher in a Freshman Composition II class used graphic organizers and other scaffolding strategies to support reading comprehension. As a result of positive feedback from students, action research was planned and implemented in World Literature I to see if graphic organizers would improve students' understanding of the Epic of Son-Jara, and in Freshman Composition I to support the process of writing a scholarly research paper. Results show that graphic organizers, as scaffolding tools in the classroom, can help to improve reading comprehension, and students can benefit in several ways when teachers scaffold the process of writing a research paper.
ACCESSION #
73445105

 

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