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2018
Volume 23, Issue 4
  • ISSN: 1074-4762
  • E-ISSN: 1943-3069

Abstract

The Common Core requires students to read complex texts and their teachers to scaffold such reading. To investigate dynamic scaffolding in practice, we developed—a four-lesson guided-reading curriculum and paired it with a list of scaffolds at different levels (vocabulary, fluency, and comprehension) for tutors to use—during instruction with diverse middle level readers. Tutors scaffolded across levels and differentiated their comprehension (but not vocabulary or fluency)—scaffolding by student ability. Scaffolding was both flexible and consistent according to the demands of the text and the needs of the readers. Examples of—scaffolding and a guide for teachers are provided.

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/content/journals/10.58680/vm201628569
2016-05-01
2024-06-15
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http://instance.metastore.ingenta.com/content/journals/10.58680/vm201628569
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  • Article Type: Research Article
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