Asking Questions Is Just the First Step: Using Upward and Downward Scaffolds

Autor/inn/en	Zucker, Tricia A.; Cabell, Sonia Q.; Oh, Yoonkyung; Wang, Xiaoning
Titel	Asking Questions Is Just the First Step: Using Upward and Downward Scaffolds
Quelle	In: Reading Teacher, 74 (2020) 3, S.275-283 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1943
Schlagwörter	Scaffolding (Teaching Technique); Teaching Methods; Teacher Student Relationship; Language Skills; Questioning Techniques; Story Reading; Discussion (Teaching Technique) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Language skill; Sprachkompetenz; Befragungstechnik; Fragetechnik
Abstract	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. [For the Grantee Submission, see ED607696.] (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01