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Supporting knowledge building with informational texts during elementary reading instruction

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TitleInfo
Title
Supporting knowledge building with informational texts during elementary reading instruction
SubTitle
a design based study
Name (type = personal)
NamePart (type = family)
Doto
NamePart (type = given)
Julianne
NamePart (type = date)
1977-
DisplayForm
Julianne Doto
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Golbeck
NamePart (type = given)
Susan L
DisplayForm
Susan L Golbeck
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Hmelo-Silver
NamePart (type = given)
Cindy E
DisplayForm
Cindy E Hmelo-Silver
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Morrow
NamePart (type = given)
Lesley M
DisplayForm
Lesley M Morrow
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Zhang
NamePart (type = given)
Jianwei
DisplayForm
Jianwei Zhang
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School - New Brunswick
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (encoding = w3cdtf); (qualifier = exact)
2015
DateOther (qualifier = exact); (type = degree)
2015-01
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2015
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
This design study examined the problem of implementing knowledge building activities during elementary reading instruction. The study set out to determine how the classroom environment successfully supported students’ collaborative knowledge building while working with informational text sources. In addition, it looked at how instructional scaffolds and artifacts developed for the classrooms being studied supported knowledge building with informational text sources. Finally, students’ collaborative knowledge construction was examined in the context of Knowledge Forum® software. This study was conducted during two consecutive school years. Two classes of fifth graders, each with 23 students, participated in the research. Study 1 integrated teacher-led small group reading instruction with knowledge building. Students used Knowledge Forum and research guides to build knowledge from nonfiction text sources. Using design based research, the results of the first study were used to modify the procedure of the second study. Study 2 combined small group instruction, reading conferences, and student reading partnerships with knowledge building activities. In this study, students had more opportunities to engage in face-to-face knowledge building discourse. In addition, they used Knowledge Forum, post-it notes, reading journals, and discussion boards to build knowledge from text sources. In both studies, students’ knowledge building discourse was rated based on a tiered coding scheme of Knowledge Forum notes. The tiers attempted to rate how notes contributed to the advancement of community knowledge. In Study 2, small group reading sessions were analyzed using video data, and reading comprehension was assessed with running records and pre- and post-tests. Knowledge Forum discourse showed that children developed ideas and explanations based on nonfiction text sources during the second iteration. Video data of reading conferences also showed how the teacher scaffolded students’ knowledge building. Comparison of reading levels and standardized test scores demonstrated how students in the knowledge building class advanced their independent reading levels at the same rate as those in non-knowledge building classes. The 23 fifth graders in Study 2 were able to build knowledge, improve reading comprehension, and discuss advanced science concepts when knowledge building was integrated with reading instruction.
Subject (authority = RUETD)
Topic
Education
Subject (authority = ETD-LCSH)
Topic
Reading (Elementary)
Subject (authority = ETD-LCSH)
Topic
Education, Elementary
Subject (authority = ETD-LCSH)
Topic
Reading comprehension
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_6114
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (xiii, 202 p. : ill.)
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Julianne Doto
RelatedItem (type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T31G0P0H
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Doto
GivenName
Julianne
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2014-12-25 23:05:19
AssociatedEntity
Name
Julianne Doto
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2015-01-31
DateTime (encoding = w3cdtf); (qualifier = exact); (point = end)
2015-08-02
Type
Embargo
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after August 2nd, 2015.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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