Piggybacking: A Strategy to Increase Participation in Classroom Discussion by Students with Learning Disabilities

Autor/inn/en	Paxton-Buursma, Debra; Walker, Melodee
Titel	Piggybacking: A Strategy to Increase Participation in Classroom Discussion by Students with Learning Disabilities
Quelle	In: TEACHING Exceptional Children, 40 (2007) 3, S.28-34 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Action Research; Learning Disabilities; Communicative Competence (Languages); Reading Instruction; Discussion (Teaching Technique); Classroom Techniques; Scaffolding (Teaching Technique); Learning Resources Centers; Learner Engagement; Middle School Students; Instructional Design + Suchen Sie Ihr Suchwort? Projektforschung; Learning handicap; Lernbehinderung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Leseunterricht; Klassenführung; Learning resources centres; Lehrmittelzentrum; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Classroom discussion is often underutilized by teachers and students alike; however, it remains a viable pedagogical choice for actively engaging students in learning. The combination of Book Club discussions and intentionally designed simple strategies as tools in resource rooms or co-taught general education classrooms may increase the speaking and thinking skills of students linguistically at risk. In particular, strategic tools may safely scaffold students into engaging and experimenting with text and literary concepts while developing greater communicative competence. Although several tools were interwoven into a supportive learning environment, this article specifically focuses on the piggybacking tool. Piggybacking provides a simple word tool, scaffolding students into deeper discussions by cueing them to listen and link to each others' talk, thus extending, elaborating, or clarifying ideas, concepts, and personal experiences in text-based discussion. This article highlights one specific example of how Book Club discussions along with intentionally designed strategies as tools can engage middle school students and scaffold them toward greater communicative competence. The teacher's story also demonstrates how action research can powerfully inform a teacher's instructional decisions with regard to student learning and responsive scaffolding tools. (Contains 5 figures.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10