Supporting Students Reading Complex Texts
The Common Core State Standards (CCSS) require students to read grade-level text with "scaffolding as needed." The current study examines the effectiveness of interactional scaffolding, which is responsive in-person support an expert provides to a novice reader in order to support the read...
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SAGE Publishing,
2016-11-01T00:00:00Z.
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| 100 | 1 | 0 | |a Dan Reynolds |e author |
| 700 | 1 | 0 | |a Amanda Goodwin |e author |
| 245 | 0 | 0 | |a Supporting Students Reading Complex Texts |
| 260 | |b SAGE Publishing, |c 2016-11-01T00:00:00Z. | ||
| 500 | |a 2332-8584 | ||
| 500 | |a 10.1177/2332858416680353 | ||
| 520 | |a The Common Core State Standards (CCSS) require students to read grade-level text with "scaffolding as needed." The current study examines the effectiveness of interactional scaffolding, which is responsive in-person support an expert provides to a novice reader in order to support the reader's comprehension during reading instruction, for 213 young adolescents learning within a four-lesson small-group guided-reading intervention (N = 196 instructional sessions). The intervention taught students, many of whom were reading below grade level, to use comprehension strategies as they read CCSS-style complex texts. To support student reading, tutors were encouraged to choose from a set of interactional scaffolds to contingently respond to student needs as they arose. Multilevel regression indicated that motivational scaffolding-but not vocabulary, fluency, comprehension or peer scaffolding-predicted growth on standardized reading comprehension. Implications for research and practice are discussed. | ||
| 546 | |a EN | ||
| 690 | |a Education | ||
| 690 | |a L | ||
| 655 | 7 | |a article |2 local | |
| 786 | 0 | |n AERA Open, Vol 2 (2016) | |
| 787 | 0 | |n https://doi.org/10.1177/2332858416680353 | |
| 787 | 0 | |n https://doaj.org/toc/2332-8584 | |
| 856 | 4 | 1 | |u https://doaj.org/article/e6f50f46960e4870aef39c41c7f0f5b7 |z Connect to this object online. |