Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523046
Title: Scaffolding internet reading : a study of a disadvantaged school community in Ireland
Author: Dwyer, Bernadette
ISNI:       0000 0004 0123 4968
Awarding Body: University of Nottingham
Current Institution: University of Nottingham
Date of Award: 2010
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Abstract:
The present study had three main purposes: first, to explore the baseline skills and strategies of struggling readers as they conducted online Internet inquiry; second, to scaffold these children to develop effective online reading comprehension and information seeking-skills and strategies in the context of an integrated curriculum; and third, to examine the affective, cognitive and social dimensions of learning in groups and the role of peer collaboration in developing online reading skills and strategies during Internet inquiry. Three theoretical frameworks underpinned the study: a new literacies framework, a motivation and engagement framework, and a cognitive scaffolding framework. The study was conducted in a disadvantaged school in Ireland over an 18 month period with 3rd and 5th class cohorts. It employed a Formative and Design Experimental methodology to iteratively refine the study intervention, as barriers to implementation of the pedagogical goal of the study were identified and factors that enhanced effectiveness of the intervention were revealed. The study was conducted in three interlinked phases: a Baseline phase, a Reading Development and Critical Web Literacy (RDCWL) phase, and the Main Study phase. A range of essentially qualitative data sources was analysed, using inductive and deductive methodologies, to extract themes from the data. Findings from the study suggested that (a) the development of an ecological learning community within the classroom coupled with an integrated curriculum enhanced engagement and motivated the pupils to develop online reading skills; (b) new literacies were acquired through explicit instruction, adaptive scaffolding and peer-to- peer collaboration; (c) developmental differences between children indicated the importance of nurturing self-regulatory reading processes and metacognitive knowledge in developing effective online reading comprehension and information-seeking skills and strategies.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.523046  DOI: Not available
Keywords: LB1501 Primary education
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