Textual Scaffolds for Beginning Readers: What difference do they make in developing autonomy and specific literacy behaviors
Heidi Mesmer

About the research

Award

NAEd/Spencer Postdoctoral Fellowship

Award Year

2003

Institution

Oklahoma State University

Primary Discipline

Literacy and/or English/Language Education
Six years ago Texas and California created policies requiring that beginning reading materials be “decodable.” In so doing they produced a major shift in beginning reading materials away from leveled text and towards decodable text. Leveled text is written with engaging and fluid language but may contain complex letter/sounds that are difficult to sound out. Decodable text facilitates sounding out words, but contains stories that are flat and unimaginative. Both text types contain textual scaffolds—temporary manipulations designed to facilitate the recognition of words. Until now most researchers have argued about whether teachers should choose leveled or decodable text to teach reading. This study challenges that notion. As a result of this longitudinal (2 yr.), quasi-experiment we may learn a) if a choice between formats produces the intended effect—autonomy by the end of 2nd grade and b) how these formats affect specific literacy behaviors over 2 years. Texts may have unique effects at different times and for different types of readers (e.g. high achieving, low-achieving) but a similar long term effect. Two groups of first graders (N=240) will be followed, one using decodable text predominantly and the other using leveled text. Data will be collected at five points, three points in first grade and two points in second grade. The following questions will be addressed: Reading Autonomy: Do groups differ at the end of second grade and at 4 different points prior to that in their abilities to read uncontrolled text (literature): a) accurately; b) fluently; and c) at different levels? Specific Literacy Behaviors: Do groups differ at the end of the second grade and at 4 different points prior to that in their: a) decoding abilities; b) spelling skills; c) instructional reading levels; d) accuracy; e) fluency; and f) comprehension? Following testing for baseline equivalence, each of the outcome variables for Question 1 and Question 2 will be analyzed using MANOVA (2 groups x 4 times).
About Heidi Mesmer
Heidi Anne E. Mesmer began her career as a third grade teacher working in Virginia and rural Maryland. Currently she is an assistant professor of literacy at Oklahoma State University (OSU). Her work to date has centered on the use of textual scaffolds with beginning readers, a line of inquiry started in 1997 during her doctoral work at the University of South Florida (USF). Her dissertation, examining the effects of highly decodable texts on first graders, involved over 60 first graders in three diverse schools in Metropolitan Washington, DC. A subsequent replication of this study took place in Richmond Virginia, where she was employed for three years as an assistant professor of literacy at Virginia Commonwealth University. Dr. Mesmer’s research is motivated by three major influences. The first is her career-long goal to pursue a broad line of inquiry addressing the following question, “Which texts influence which readers, at which developmental stages?” The second is a desire to pursue questions related to classroom practice. Throughout her career Dr. Mesmer has been involved with children and teachers through Professional Development Schools (PDS), grants, clinical work, and consulting. Finally is her wish to work with populations of students at-risk for literacy failure. Dr. Mesmer obtained her B.A. at the College of William and Mary and her M. Ed. at the University of Virginia. She has published articles in The Reading Teacher, The National Reading Conference Yearbook, Reading Research and Instruction, and other refereed journals. In addition, she has won several awards including the AERA/IES Research Award (2003), USF University Graduate Fellowship (1997), and the Provost’s Commendation for Outstanding Teaching by a Graduate Student (1998). She is the proud mother of two, Lindy, age 1 and Davis, age 3. Currently she is working on a book, to be published by Guilford Press, on the tools used to evaluate text difficulty.

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