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Scaffolding
For students with LDs scaffolding can be incredibly beneficial. Scaffolds do not have to
come directly from the teacher, pairing two students with similar skill levels creates a pairing
where the students scaffold each other during the activity. Alternatively, computer programs or
videos may help scaffold a students learning. It all depends on the needs of the student and the
skill being taught. Scaffolding is all about the students actually improving on the material being
taught, so its good to leave some room for the student to stumble a bit before totally getting
everything. Wikipedia actually had a very good four-step treatsie on effective scaffolding.
Effective scaffolding
1. The selection of the learning task: The task should ensure that learners use the
developing skills that need to be mastered.
interesting to keep learners involved.
[4]
[5]
2. The anticipation of errors: After choosing the task, the teacher needs to anticipate errors
the learners are likely to commit when working on the task. Anticipation of errors enables
the scaffolder to properly guide the learners away from ineffective directions.
[6]
3. The application of scaffolds during the learning task: Scaffolds could be organized in
simple skill acquisition or they may be dynamic and generative.
[6]
[4]
[7]
The research I reviewed covered Learning Disabilities and hyperlexia, but that is
absolutely not the extent of how far the concept of scaffolding can reach. One can scaffold
behavior difficulties, classroom expectations, and pretty much any lesson. All learning builds off
itself, and scaffolding is just teaching the material in a creative order or manner so students
learn the concepts.
References:
Instructional scaffolding. (n.d.). Retrieved April 07, 2016, from https://en.wikipedia.org/wiki/Instructional_scaffolding
Noel Kok Hwee Chia1, k., & Norman Kiak Nam Kee1, k. (2013). Effectiveness of Scaffolding Interrogatives Method:
Teaching Reading Comprehension to Young Children with Hyperlexia in Singapore. Journal Of The
International Association Of Special Education, 14(1), 67-78.
Shamir, A., & Lazerovitz, T. (2007). Peer Mediation Intervention for Scaffolding Self-Regulated Learning among
Children with Learning Disabilities. European Journal Of Special Needs Education, 22(3), 255-273.
Turner, A. (1999). Scaffolding the story-telling abilities of a group of pupils with learning difficulties using computers: A
case study. British Journal Of Learning Disabilities, 27(3), 105-109. doi:10.1111/j.14683156.1999.tb00098.x