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

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Title: Asking Questions Is Just the First Step: Using Upward and Downward Scaffolds.
Authors: Zucker, Tricia A., Cabell, Sonia Q., Oh, Yoonkyung, Wang, Xiaoning
Source: Reading Teacher. Nov2020, Vol. 74 Issue 3, p275-283. 9p. 3 Diagrams, 1 Chart.
Subjects: Scaffolded instruction, Oral reading, Comprehensive instruction (Reading), Student response systems, Conversation method (Language teaching)
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. [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
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  Data: Asking Questions Is Just the First Step: Using Upward and Downward Scaffolds.
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  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.)
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        Value: 10.1002/trtr.1943
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      – SubjectFull: Comprehensive instruction (Reading)
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      – SubjectFull: Student response systems
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              Text: Nov2020
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