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Chapter I Introduction Learning to read is a complex task easily accomplished by most students. One of the major educational concerns is ensuring success for those students who have difficulty learning to read. (Anderson, Heibert, Scott, & Wilkinson, 1985; Adams, 1990; Allington & Walmsley, 1995; Fountas & Pinnell, 1996; Routman, 1996; Bond & Dykstra, 1997; Graves & Dykstra, 1997; Readence & Barone, 1997; Duffy & Hoffman, 1999). Some envision reading as a task the students teach themselves individually with the reflective support of others (Smith, 1988, 1990; Clay, 1991a; Lyons, Pinnell & DeFord, 1993;). From the perspective of ensuring success, learner initiative or independence is essential for the process of learning to read to develop smoothly. Some students who initially have difficulty in learning to read do help themselves by “bootstrapping”(Stanovitch, 1986), but research suggests that most students who do not learn to read in the primary grades continue to find reading difficult throughout their lives, if they are successful at all (Chromsky, 1972; Juel, 1988; Clay, 1990; Hiebert, 1991). A conceptual shift offered by Watson supports the current study described here: “The problem is not student learning; it is that educators and researchers have not discovered how to teach all students yet” (B. Watson, Feedback on a Reading Recovery lesson, personal communication, Reston, Virginia, 1992). If independence is essential for learning, then fostering that independence is a necessity for unsuccessful emergent readers. Studying the instructional setting that fosters student independence provides insight for teachers who seek increased student success. The study described here illuminates the process of fostering student independence while students learn to read. For the study, Reading Recovery instructional dyads were observed through the lens of Vygotsky’s theory of learning in a social context, and independence, intersubjectivity, and scaffolding were
Chapter I Introduction Learning to read is a complex task easily accomplished by most students. One of the major educational concerns is ensuring success for those students who have difficulty learning to read. (Anderson, Heibert, Scott, & Wilkinson, 1985; Adams, 1990; Allington & Walmsley, 1995; Fountas & Pinnell, 1996; Routman, 1996; Bond & Dykstra, 1997; Graves & Dykstra, 1997; Readence & Barone, 1997; Duffy & Hoffman, 1999). Some envision reading as a task the students teach themselves individually with the reflective support of others (Smith, 1988, 1990; Clay, 1991a; Lyons, Pinnell & DeFord, 1993;). From the perspective of ensuring success, learner initiative or independence is essential for the process of learning to read to develop smoothly. Some students who initially have difficulty in learning to read do help themselves by “bootstrapping”(Stanovitch, 1986), but research suggests that most students who do not learn to read in the primary grades continue to find reading difficult throughout their lives, if they are successful at all (Chromsky, 1972; Juel, 1988; Clay, 1990; Hiebert, 1991). A conceptual shift offered by Watson supports the current study described here: “The problem is not student learning; it is that educators and researchers have not discovered how to teach all students yet” (B. Watson, Feedback on a Reading Recovery lesson, personal communication, Reston, Virginia, 1992). If independence is essential for learning, then fostering that independence is a necessity for unsuccessful emergent readers. Studying the instructional setting that fosters student independence provides insight for teachers who seek increased student success. The study described here illuminates the process of fostering student independence while students learn to read. For the study, Reading Recovery instructional dyads were observed through the lens of Vygotsky’s theory of learning in a social context, and independence, intersubjectivity, and scaffolding were