Date of Award/Publication
MS in Literacy Education
This study examined the use of systematic scaffolding techniques and its results intended for literacy acquisition amongst second language learners. This study consisted of the implementation of various scaffolding strategies that resulted in student artifacts, reflections, and observations. Existing research suggests that educators who deliver high quality instruction in the form of scaffolding enhance a second language learner‟s ability to acquire a secondary discourse. Findings demonstrate that integrating culturally relevant materials, background knowledge, and relatable content are vital in the process of literacy acquisition. Implications suggest that scaffolded instruction needs to be continuous and relatable in order to be an effective tool for use with second language learners.
Rivera, Aylin, "Scaffolding Support for Second Language Learners" (2010). Education Masters. Paper 110.
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