Scaffolding Literacy Instruction - Strategies for K-4 Classrooms. Dieser Artikel ist nicht verfügbar.Scaffolding Literacy Instruction - Strategies for K-4 Classrooms

Helping emerging readers and writers reach their full potential requires a delicate balance between teacher assistance and student independence. With Scaffolding Literacy Instruction you can create that balance for every member of your classroom, gradually shifting the responsibility for learning to your students and creating confident learners in the process.

Editors Adrian Rodgers and Emily Rodgers frame Scaffolding Literacy Instruction, first giving you a valuable overview of guided instruction-the theory and scholarship behind it as well as its instructional goals-and then, in the final essay, anticipating its challenges and offering usable-on-Monday-morning tips for implementation. In between, wide-ranging essays from ten experts in the field, including Gay Su Pinnell and Irene C. Fountas, offer straight talk and well-researched ideas that scaffold lessons and strategies in support of:

• phonics instruction
• word solving
• partner reading
• working with special needs students
• building student identity.

As Rodgers and Rodgers write, "All scaffolding is teaching, but not all teaching is scaffolding." So whether you are a preservice teacher studying scaffolding in the literacy classroom, a novice looking for step-by-step ways to support students, or a veteran who wants to consider other case studies to see what might apply to your instructional setting, Scaffolding Literacy Instruction will help you do it and help you do it better.

Emily M. Rodgers is an assistant professor in the College of Education at The Ohio State University. Before joining OSU, Emily was a teacher for ten years in Newfoundland. Her research focuses on the professional development of teachers and the nature of effective scaffolding of literacy learning. Her paper "Language Matters: When is a Scaffold Really a Scaffold" won the National Reading Conference's Outstanding Student Research Award in 1999.

Adrian Rodgers has taught literacy for twenty years, as a secondary teacher in Labrador and now as an Assistant Professor of Teacher Education at The Ohio State University in Newark, Ohio. He has a Ph.D. in Educational Studies from The Ohio State University and his essay "Old Roads and New Paths" was published in Learning from Teaching in Literacy Education.(Heinemann, 2002).