Targeting Prompts When Scaffolding Word Solving during Guided Reading

Autor/inn/en	Mikita, Clara; Rodgers, Emily; Berenbon, Rebecca; Winkler, Christa
Titel	Targeting Prompts When Scaffolding Word Solving during Guided Reading
Quelle	In: Reading Teacher, 72 (2019) 6, S.745-749 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1778
Schlagwörter	Reading Instruction; Prompting; Scaffolding (Teaching Technique); Word Study Skills; Student Evaluation; Student Needs + Suchen Sie Ihr Suchwort? Leseunterricht; Benutzerführung; Wortschatzanalyse; Schulnote; Studentische Bewertung
Abstract	Recent research on scaffolding has examined both the sources of information used and neglected during students' word-solving attempts and the amount of information provided in teachers' word-solving prompts. In this teaching tip, the authors expand the application of such research from one-to-one student-teacher interactions to a guided reading setting. The authors provide examples to illustrate how teachers can critically evaluate students' word-solving attempts and consequently respond to the readers' needs within the guided reading context. The dual focus that the authors suggest, making decisions about both the type and amount of information, provides a framework through which teachers can implement scaffolding during their guided reading lessons. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01