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ERIC Number: EJ791318
Record Type: Journal
Publication Date: 2008-May
Pages: 20
Abstractor: Author
Reference Count: 37
ISSN: ISSN-0141-0423
Individualising Scaffolding: Teachers' Literacy Interruptions of Ethnic Minority Students and Students from Low Socioeconomic Backgrounds
Mertzman, Tania
Journal of Research in Reading, v31 n2 p183-202 May 2008
This paper describes a small-scale study that examined the ways four elementary teachers in the United States scaffolded the literacy of students differently through interruptions. One thousand four hundred and ninety-eight interruptions were identified and coded in the study. Findings show that teachers' interruption patterns frequently conflicted with or undermined their planned and voiced approaches to literacy instruction. The interruption patterns in this study indicated that some teachers' interactions with the ethnic minority students and students from low socioeconomic backgrounds, while somewhat individualised, had unrecognised patterns which focused these children on phonics and accuracy as opposed to comprehension and meaning. These patterns supported a more passive approach to literacy that replicates and reproduces class and race structures of society.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A