View in EDS HTML Full Text PDF Full Text

Targeting Prompts When Scaffolding Word Solving During Guided Reading.

Saved in:
Bibliographic Details
Title: Targeting Prompts When Scaffolding Word Solving During Guided Reading.
Authors: Mikita, Clara, Rodgers, Emily, Berenbon, Rebecca, Winkler, Christa
Source: Reading Teacher. May/Jun2019, Vol. 72 Issue 6, p745-749. 5p. 2 Charts.
Subjects: Scaffolded instruction, Guided reading, Prompting (Education), Effective teaching, Reading motivation
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. [ABSTRACT FROM AUTHOR]
Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 136091271
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Targeting Prompts When Scaffolding Word Solving During Guided Reading.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mikita%2C+Clara%22">Mikita, Clara</searchLink><br /><searchLink fieldCode="AR" term="%22Rodgers%2C+Emily%22">Rodgers, Emily</searchLink><br /><searchLink fieldCode="AR" term="%22Berenbon%2C+Rebecca%22">Berenbon, Rebecca</searchLink><br /><searchLink fieldCode="AR" term="%22Winkler%2C+Christa%22">Winkler, Christa</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Reading+Teacher%22">Reading Teacher</searchLink>. May/Jun2019, Vol. 72 Issue 6, p745-749. 5p. 2 Charts.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Scaffolded+instruction%22">Scaffolded instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Guided+reading%22">Guided reading</searchLink><br /><searchLink fieldCode="DE" term="%22Prompting+%28Education%29%22">Prompting (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+motivation%22">Reading motivation</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=136091271
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/trtr.1778
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 5
        StartPage: 745
    Subjects:
      – SubjectFull: Scaffolded instruction
        Type: general
      – SubjectFull: Guided reading
        Type: general
      – SubjectFull: Prompting (Education)
        Type: general
      – SubjectFull: Effective teaching
        Type: general
      – SubjectFull: Reading motivation
        Type: general
    Titles:
      – TitleFull: Targeting Prompts When Scaffolding Word Solving During Guided Reading.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mikita, Clara
      – PersonEntity:
          Name:
            NameFull: Rodgers, Emily
      – PersonEntity:
          Name:
            NameFull: Berenbon, Rebecca
      – PersonEntity:
          Name:
            NameFull: Winkler, Christa
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Text: May/Jun2019
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-print
              Value: 00340561
          Numbering:
            – Type: volume
              Value: 72
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Reading Teacher
              Type: main
ResultId 1