Premium
Asking Questions Is Just the First Step: Using Upward and Downward Scaffolds
Author(s) -
Zucker Tricia A.,
Cabell Sonia Q.,
Oh Yoonkyung,
Wang Xiaoning
Publication year - 2020
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1943
Subject(s) - scaffold , reading (process) , psychology , zone of proximal development , mathematics education , pedagogy , computer science , linguistics , philosophy , database
Theory and research have demonstrated the importance of teacher scaffolding to facilitate effective classroom conversations during shared book reading. When teachers scaffold conversations, young students can develop language skills more quickly. The authors describe a scaffolding framework and findings from research on how open‐ended questions provide the first step in facilitating extended conversations that adjust scaffolding upward and downward to match student responses. The authors then outline suggestions for how teachers can scaffold conversations during shared book reading.