Michelle Wildman
Wiki # 7
DR. O Connor-Petruso
CBSE 7201T Fall
(1)
Mcgee, M. L., Ukrainetz, A. T. (2009). Using Scaffolding to Teach Phonemic
Awareness in Preschool and Kindergarten. The reading Teacher, 62(7), p. 599-603
doi: 10.1598?RT.62.7.6
The article looks at a scaffolding technique for instructing kindergartens in
phonemic awareness, the model consist of three levels of scaffolding intense, moderate
and minimal. Intense level students isolate the first sound of word while teacher scaffold
by providing emphasis according to degree of scaffolding students need, moderate level
less scaffolding is given to students as they isolate and emphasize the first sound of word
by bouncing and emphasizing the sound and minimal level teacher hardly stress the first
sound while saying the word. Data were collected on the model in over 30 classrooms,
over 75% of preschool children enter kindergarten were able to isolate 7 or more of 1o
beginning sounds, while 5% of preschool students could not.
(2)
Read, S. (2010). A Model for Scaffolding Writing Instruction: IMSCI The reading
teacher. 64(1), p. 47-52. doi: 10.1598/RT.64.1.5
The article focused on the MSCI model based on the scaffolding technique which is
used to teach writing by using genre. IMSCI is an acronym which stands for inquiry,
model, shared writing, collaborative writing and independent writing. The model is
1
based on the principle that students will write in different genre or for different purpose
when they know how books in different genre are organized. In the inquiry phase teacher
familiarize student to the genre by introducing the genre read aloud and engage them to
the features or organization of the genre, after an understanding of the text features is
developed teacher models the writing process and modeling is sometimes substituted by
shared writing. Shared writing teacher and students write a text, they engage in making
decision e.g. sentence structure, organization. Collaborative writing student work
together to write a text as teacher gradually remove scaffolding and Independent writing
students work independently to writ text, teacher scaffolding was removed previously.
(3)
Casbergue, R. M. (2011). Assessment in Instruction in Early Childhood Education:
Early Literacy as a Microcosm of Shifting Perspective. Journal of Education, 190.
Retrieved from: http://ehis.ebscohost.com.ez-poy.brooklyn.cuny.edu
The article discussed on the method by which students at the early childhood stage
are assessed for literacy instruction using standardize tests, he believed students at this
stage should be assessed by observing them developing skills e.g. the development of
finer mussels that are important for writing. Based on Piaget's theory of cognitive
development students should be taught and assessed by their stage of cognitive
development, students at this stage are not fully developed cognitively so they should be
assessed on the development of the fundamental skills that are essential for literacy
development. These skills can be observed and document during playing participating in
discussion retell story whish are less stressful situations.
(4)
Wingate , U. (2012). Uning Academoic Literacis and genre-based models for academic
writing instruction: A literacy journey. Journal of English for Academic Purpose,
11, 26-37. doi:10.1016/j.jeap
The article discussed three approaches the author used to teach writing at Kings
College London to get a theoretical understanding and practical experience on the
approaches. The three approaches are discipline- specific, online writing support,
embedded writing support and genre-based writing instruction. The approaches were
administered in sequence; each sequence was evaluated at the end so that the researcher
could identify the weakness in each approach. The findings of the research indicated that
all three approaches were suited but limited by their specific content, the genre approach
seems more effective, but more work need to evaluate its impact. Academic writing
instruction should be give using more than one strategy as strategies can be combined to
further enhance academic writing programs.
(5)
Fowler, E., Irwin, R.. J., Moore, L. D., & Tornatore, A. Lauren. (2012). Expanding on
Early Literacy. Children and Libraries, 10. Retrieved from: http://ehis.ebscohost.co.ezPoxy.brooklyn.cuny.edu
The article identifies some emerging literacy skills that impact on learners in later
years and strategies educators can use to develop these skills in young children. The
emerging literacy skills are alphabet knowledge, concepts about print, phonological
awareness, and expressive vocabulary. Learners who acquire these skills early in life are
likely to succeed in reading as they grow while those who do are likely to lag behind. No
single approach is sufficient to let a child read so emphasis should be placed on all the
strategies helping learners to develop a rich vocabulary, associate sounds to words, know
about books by exposure to a print rich picture rich environment.
