Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Teacher Scaffolds During Word Solving In The Context Of The Interactive Strategies Approach-Extended (Isa-X) Intervention, Mary Elizabeth Arcidiacono
Teacher Scaffolds During Word Solving In The Context Of The Interactive Strategies Approach-Extended (Isa-X) Intervention, Mary Elizabeth Arcidiacono
Legacy Theses & Dissertations (2009 - 2024)
Research has shown that reading intervention which incorporates word identification strategy instruction can help struggling students improve their reading ability (e.g., Gelzheiser, Scanlon, Vellutino et al., 2011; Scanlon, Gelzheiser, Vellutino et al., 2008; Vellutino, Scanlon, Small, et al., 2006). Since poor readers have benefited from interventions which include direct instruction of word identification strategies, my research focused on word identification strategy instruction; specifically, this study examined the types of scaffolds teachers provided to readers as they practiced being strategic word solvers while reading. This study compared the in-situ conversations between teachers using the Interactive Strategies Approach – Extended (ISA—X, Gelzheiser …
The Effects Of Interactive Strategies Approach On At-Risk Kindergarten Children's Spelling Development, Sun Hwa Lee
The Effects Of Interactive Strategies Approach On At-Risk Kindergarten Children's Spelling Development, Sun Hwa Lee
Legacy Theses & Dissertations (2009 - 2024)
This study involved secondary analyses of an existing kindergarten developmental spelling data set which was collected using the Developmental Spelling Test (DST; Tangel & Blachman, 1992, 1995) in Scanlon and her colleagues' 2005 study (Scanlon, Vellutino, Small, Fanuele, & Sweeney, 2005). The purpose of the current study is to examine whether the early literacy instruction/intervention approach called the Interactive Strategies Approach (ISA; Scanlon, Anderson, & Sweeney, 2010; Vellutino & Scanlon, 2002) is effective for improving at-risk children's spelling development.