An examination of preservice teachers’ initial attempts to use instructional scaffolding

Authors

Joyce E. Many, Georgia State UniversityFollow
Donna Lester Taylor
Yang Wang
Gertrude Tinker Sachs, Georgia State UniversityFollow
Heidi Schreiber

Document Type

Article

Publication Date

2007

Abstract

In today’s diverse schools, meeting individual literacy needs of students is one of the most challenging aspects of teaching. Instructional scaffolding is a powerful tool that many literacy teachers use to meet the challenge. While the term denotes a wide array of strategies, most teachers use scaffolding in some form or another in their classrooms. Many consider it to be one of the most effective instructional procedures available (Cazden, 1992; Graves, Graves, & Braaten, 1996).

Comments

Originally published in:

Many, J. E., Taylor, D. L., Tinker Sachs, G., Wang, Y, & Schreiber, H. (2007). An examination of preservice teachers’ initial attempts to use instructional scaffolding. Reading Horizons, 48 (1), 19-40.

http://scholarworks.wmich.edu/reading_horizons/vol48/iss1/4/

(c) the Authors

Recommended Citation

Many, J. E., Taylor, D. L., Tinker Sachs, G., Wang, Y, & Schreiber, H. (2007). An examination of preservice teachers’ initial attempts to use instructional scaffolding. Reading Horizons, 48 (1), 19-40.