Pentimonti And Justice: Scaffolds In The Classroom

scaffolding and the exposure that the children need in order to learn something new. On the other

The children are pulled from a pool of elementary school students who file for free or reduced school lunch. The organization contacts a child’s school and turns an unused classroom into a new environment full of Reading Partners staff and resources used to help the children learn. The staff is made up of volunteers from areas all around the school that give“weekly one-on-one literacy tutoring using [an] evidence-based curriculum, [or] a series of structured lesson plans”. The lesson plans are customized depending on the child’s age, so that younger children are given instruction that is easier to understand and learn from (“Partners in

I chose to use the article “From the Reading Rug to the Play Center: Enhancing Vocabulary and Comprehensive Language Skills by Connecting Storybook Reading and Guided Play” by Susan L. Massey for my study group. As a primary school teacher, I try to implement storybooks into every literacy lesson possible. “Quality children’s literature provides exposure to abstract language and abstract concepts not commonly experienced in typical adult-child conversation” (Massey, 2013, p. 125). I chose this article because the variety of strategies and scaffolding techniques introduced. Not only has this article provided me with numerous ways of enhancing student involvement through conversation but, also by expanding student vocabulary and comprehension

Regardless of the fact that children start in the same spot when it comes to learning, every child is different therefore, there are possibilities to developmental delays. During one’s middle childhood period, cognitive processes, among many other factors are developing. Children encounter many hardships during this time. Learning to read is a major developmental challenge for many kids. According to an article regarding struggling readers, “learning to read is a challenge for almost 40% of kids” (Reading Rockets, 2015). As life progresses, so does a child’s development and how they manage to go through life day by day. The challenge of learning to read can definitely affect the adults present in a child’s life. Teachers and parents are two of the biggest roles in a child’s life that has to deal with this obstacle in development. A teacher needs his or her students to become well-rounded educated citizens. However, this period of time is definitely one of the hardest stages for teachers to be successful educating all of their students only because this is the time in the learner’s life where they are being taught many different new concepts required in life for them to

Recently the term “reading readiness” has given way “emergent literacy” by which we mean the many skills children need for reading and writing. From the time they were born and continuing through the preschool years, each child picks up in his or her own way. Listening, speaking, reading and writing are all part of emergent literacy. Literacy really begins when an infant coos or babbles, then hears those sound repeated by a responsive and loving adults. These early conversation, which can make adults feel a little silly, and a gentle introduction to spoken language

The article targets three main purposes including: how shared book reading provides intervention to young children, to determine pitfalls that could arise from adult-child storybook reading, and to recommend strategies to avoid the stated pitfalls. Kaderavek and Justice (2002) stress the importance of book reading interactions because it reflects contemporary perspectives in the administration of speech and language services to young children. There are four areas of interest targeted in shared book reading, and for each area, there is a list of potential pitfalls that could arise due to various reasons. For each pitfall, there is a list of ways to modify intervention in order to make shared book reading interesting to all

The key elements of emergent literacy note that adult support and supervision is crucial to children’s language development in an early childhood setting. Their confidence in learning and engagement comes from their social background, families, and community experiences. It is noted that from birth, children’s communication with others are extensive by the use of sounds, gestures and language. The cognitive and linguistic aspects they need are social, spiritual and creativeness thus allowing them make connections and sense of new experiences (DEEWR,

Reading fluency was supported in a 2nd grade classroom I observed by paired reading. Paired reading helps build fluency by allowing students who may be struggling to read aloud with more fluent partners (Cooter and Reutzel, 2015, Pg. 192). In this classroom, there are several different levels of readers. Some of the readers are below grade level and some are well above grade level. The teacher paired students that need to master fluency with readers that are already fluent in reading. The pairs picked a big book of their choice and used small pointers to point and follow along with the book. The students were sitting on the carpet together where they both had easy access to the book. The students took turns reading the book to each other with

Reading aloud is a common practice in primary classrooms and is viewed as an important vehicle for vocabulary development. Read aloud are complex instructional interactions in which teachers choose texts, identify words for instruction, and select the appropriate strategies to facilitate word learning. Reading aloud to children provides a powerful context for word learning. During read aloud interactions, word learning occurs both incidentally and as I stop and elaborates on particular words to provide an explanation, demonstration, or example.

the effects of two different strategies which is dialogic reading and print referencing on children’s early literacy skills. The eighty parents of kids were trained to deliver specific shared-reading strategies in an eight-week home intervention. There were 42 boys and 38 girls ranging in age from 4.92 years to 6.25 years. The intervention required parents in the intervention groups to regularly read specific books to their children across an intervention period of eight weeks. All measures were made it by assigned parents in three groups: Dialogic Reading (DR); Dialogic

Read alouds are very beneficial to young children.They provided many opportunities for children to learn about an array of topics as well as obtain key literacy skills. Read alouds not only build literacy skills but also allow children to increase their communication and language skills. Through read alouds children can learn phonemic awareness, print concept, phonics, word recognition, and fluency. Read alouds can help children learn about topics such as, but not limited to, five senses, surroundings, and transportation. Educators, especially in early childhood, take full advantage of read alouds as teaching moments and opportunities to connect with their students as well as students to connect with them.

There have been various research studies and debates about how children learn. It started with Webster Spellers and their popular method of reading instruction, which was replaced with alphabetic and phonics methods. The debate soon became about phonics and whole-word method. They found that not one method worked for all children. Soon peoples thinking shifted to learning to read, should be as natural as learning to talk. Current research has found that whole-language and code-focused instruction are important for developing readers. Language helps us navigate through like. Oral language is vital groundwork of literacy instruction. Children with stronger oral communication read more fluently, than those who struggle with oral communication. Language skills identified with reading include vocabulary, metalinguistic awareness, and listening comprehension. Children’s vocabulary is correlational to their literacy skills. Explicit instruction is crucial for proficient literacy to develop in children.

McKenzie (2011) accentuates that a learner’s reading literacy is imperative to ensure quality education and if a child's literacy is not according to standard, scaffolding should be integrated, as it is quite effective for enhancing a learner’s reading comprehension. Likewise, Attarzadeh’s (2011) research depicts that apart from reading being academically important; it is equally needed as a social skill since learning is ultimately driven and facilitated by social interaction. To know how to speak, one needs to know what to speak about, good thought provoking topics to speak about, create social interaction and is developed from thorough reading, which enables reading literacy. He continues to argue that during scaffolding, texts need to be

Parents and their children engaged in a host of activities (including shared book reading, dialogic reading, home and tutoring,), and these activities were related to positive results for children’s vocabulary, listening comprehension, rates of word reading, story comprehension, and other reading

Explicit instruction is important in connecting to prior knowledge and skills when beginning a learning sequence (Australian Curriculum and Reporting Authority, 2016). It helps to lay the foundational areas of reading and literacy as a whole in the early years of schooling. Effective reading instruction builds on what children already know, how students learn and on what degree of support they need to become successful in reading/learn and apply new information (Archer, 2011, p.18). Here the idea of scaffolding is evident where “the support provided by the teacher (or another student)…bridge(s) the gap between their current abilities and the intended goal” (Rupley, Blair and Nichols, 2009, p.129). It is important for students who are learning something new, to have the opportunity to have it explained, the opportunity to apply that information guided by their teachers and the opportunity to apply it independently (Archer, 2011). Through an explicit approach the responsibility for learning shifts from teacher to student as they gain confidence and competence with reading. Reading is not an automatic process and must be taught, “explicitly, systematically, early and well” (National Inquiry into the Teaching of Literacy, 2005, as cited in Hempenstall, 2016,p.5). Building on this, it is not enough for explicit instruction to be effective; it must also be efficient so that students can meet outcomes as soon as possible and are given the opportunity to apply it. This highlights