Improving elementary students’ literacy through knowledge building

This study follows the Knowledge Building discourse of 4 ^th graders in order to assess changes in literacy-related outcomes over the course of two semesters. Our analyses revealed that Knowledge Forum activities, such as use of scaffolding tools, increased over time and were positively correlated with improved essay writing, particularly for the low-performing group. Our findings add to the growing body of research that Knowledge Building pedagogy and Knowledge Forum technology together support the development of students’ literacy.