Restricted Access Thesis
This study examined the effectiveness of Thinking Maps and writing frames on compare and contrast essays by ELLs. Key influences include Hyerly and Vygotsky. The research method consisted of case study in an English as a Second Language classroom. Data collected included student writing samples, a behavioral engagement tally, round table discussions, and anecdotal teacher observations. The main findings were visual scaffolds have a positive impact on student compare and contrast essay writing. However, their effectiveness is enhanced when used in conjunction with other supports, such as explicit modeling, realia, and alignment with prior knowledge to move students beyond their zone of actual development (ZAD). This study also shows the importance of teacher reflection to determine good instruction.
Lane, Suzanne L.E, "Examining the effectiveness of visual scaffolds in compare and contrast essays by English language learners" (2012). School of Education Student Capstones and Dissertations. 475.