Implementing reciprocal teaching in the classroom: Overcoming obstacles and making modifications.

Hacker, Douglas J.; Tenent, Arnette

doi:10.1037/0022-0663.94.4.699

Cited by 97 publications

(132 citation statements)

References 27 publications

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“…Observational research has provided thick descriptions of the scaffolding process (Hacker & Tenent, 2002;Maloch, 2002;Myhill & Warren, 2005). On the other hand, coding schemes have been widely used and are helpful for understanding the nature of the strategies used by the adult.…”

Section: Scaffoldingmentioning

confidence: 99%

Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants

Radford

Bosanquet

Webster

et al. 2014

International Journal of Educational Research

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Teaching assistants currently play a key pedagogical role in supporting learners with special educational needs. Their practice is primarily oral, involving verbal differentiation of teacher talk or printed materials. In order to help students think for themselves, this paper argues that their practice should be informed by heuristic scaffolding. A substantial dataset from three teaching assistant projects was scrutinised for examples of heuristics. Using conversation analysis, the paper shows how assistance is negotiated and adjusted over a sequence of discourse. Four patterns of heuristic scaffolding are shown: heuristic modelling represents the highest level of support; heuristic questioning and prompting are jointly negotiated with the student. Self-scaffolding by students shows them taking responsibility for their own learning strategies. Implications for the school system are explored.

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Section: Scaffoldingmentioning

confidence: 99%

Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants

Radford

Bosanquet

Webster

et al. 2014

International Journal of Educational Research

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show abstract

“…Most studies used a Grounded Theory approach (Glaser and Strauss 1967) to analyze the data and resulted in numerous rich descriptions of scaffolding in the classroom (e.g., Garza 2009; Rueda et al 2004). Sometimes, scaffolding was described within a broader framework such as Reciprocal Teaching (Hacker and Tenent 2002).…”

Section: Outcomes Of Descriptive Studiesmentioning

confidence: 99%

“…Qualitative descriptions of the characteristics of the scaffolding used in the study were frequently presented (e.g., Hacker and Tenent 2002;McIntyre 2007).…”

Section: The Measurement Of Scaffoldingmentioning

confidence: 99%

“…In many of the studies examined within the context of this review and the more qualitative studies in particular, the unit of analysis was not clearly stipulated. Qualitative descriptions of the characteristics of the scaffolding used in the study were frequently presented (e.g., Hacker and Tenent 2002;McIntyre 2007).…”

Section: Scaffolding As An Interventionmentioning

confidence: 99%

“…Almost all of the studies had a focus on dialogue although some authors emphasized that non-verbal behavior and gestures should also be taken into account (Miller 2005 (2006) undertook detailed analyses by coding both teacher and student utterances and behavior at 30-s intervals. In many of the studies examined within the context of this review and the more qualitative studies in particular, the unit of analysis was not clearly stipulated.Qualitative descriptions of the characteristics of the scaffolding used in the study were frequently presented (e.g., Hacker and Tenent 2002;McIntyre 2007).The unit of analysis used in a study may influence the study outcomes. The unit of analysis can certainly differ depending on the characteristics of scaffolding being considered and thus for contingency versus fading versus transfer of responsibility.…”

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confidence: 99%

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Scaffolding in Teacher–Student Interaction: A Decade of Research

2010

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Although scaffolding is an important and frequently studied concept, much discussion exists with regard to its conceptualizations, appearances, and effectiveness. Departing from the last decade's scaffolding literature, this review scrutinizes these three areas of scaffolding. First, contingency, fading, and transfer of responsibility are discerned in this review as the three key characteristics of scaffolding. Second, an overview is presented of the numerous descriptive studies that provided narratives on the appearances of scaffolding and classifications of scaffolding strategies. These strategies are synthesized into a framework for analysis, distinguishing between scaffolding means and intentions. Third, the small number of effectiveness studies available is discussed and the results suggest that scaffolding is effective. However, more research is needed. The main challenge in scaffolding research appears to be its measurement. Based on the encountered and described measurement problems, suggestions for future research are made.Keywords Scaffolding . Teacher-student interaction . Review . Primary and secondary educationThe concept of scaffolding has received a great deal of attention in educational research over the past few decades. An abundance of research on scaffolding in different contexts is thus the result. Scaffolding highlights one of the key aspects of children's learning, namely that it is often "guided by others" (Stone 1998a, p. 351).Scaffolding is typically associated with the socio-cultural theory of Vygotsky. Wood et al. (1976) adopted the scaffolding metaphor to explain the role that adults can play in joint problem-solving activities with children. Borrowed from the field of construction, where a scaffold is a temporary structure erected to help with the building or modification of another structure, the use of scaffolding as a metaphor within the domain of learning refers to the Educ Psychol Rev (2010) 22:271-296 DOI 10.1007 J. van temporary support provided for the completion of a task that learners otherwise might not be able to complete. This support can be provided in a variety of manners that for example includes modeling and the posing of questions for different subjects (e.g., science, social studies) at different ages. Stone (1993) described a Vygotskian-inspired analysis of scaffolding. According to Vygotsky, learning first takes place on a social (intermental) level before it takes place on an individual (intramental) level. In Stone's view, the student is not a passive participant in teacher-student interaction but scaffolding is seen as a fluid, interpersonal process in which both participants are active participants. Both participants actively build common understanding or intersubjectivity through communicative exchanges in which the student learns from the perspective of the more knowledgeable other.Because scaffolding is such a dynamic intervention finely tuned to the learner's ongoing progress, the support given by the teacher during scaffolding strongly depend...

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The Science of Reading: Four Forces That Modified, Distorted, or Ignored the Research Finding on Reading Comprehension

Dewitz¹,

Graves²

2021

Reading Research Quarterly

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The science of reading is the latest version of the reading wars brought to national attention by the popular press. Although most of the popular press has focused on phonics and early reading, in this article, we chose to study what happened to the research on reading comprehension. By the beginning of the 21st century, there had emerged a mainstream view of reading comprehension and comprehension instruction. However, four factors distorted, impeded, and swamped the research findings. (1) Commercial publishers fit comprehension instruction into a curricular format that distorted the intent of the research. (2) The No Child Left Behind Act, with its high-stakes testing and concomitant interim assessments, moved the focus in schools from developing comprehension to passing tests. (3) The publishers' criteria for the Common Core State Standards promoted instruction that ran contrary to research findings. (4) Problems with the educational research, publication, development, and dissemination process itself further weakened the effect of research on practice. We conclude with suggestions for researchers to better communicate their results and procedures to other educators, suggestions for how the research community can have a greater impact on the development and review of commercial reading materials and policy initiatives, and suggestions for improving the education of future researchers, administrators, and teachers.T he science of reading is the latest iteration of the reading wars, this time brought to national attention by the popular media. Over the past three years,

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Implementing reciprocal teaching in the classroom: Overcoming obstacles and making modifications.

Cited by 97 publications

References 27 publications

Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants

Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants

Scaffolding in Teacher–Student Interaction: A Decade of Research

The Science of Reading: Four Forces That Modified, Distorted, or Ignored the Research Finding on Reading Comprehension

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