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Teachers’ Use of Scaffolding Strategies During Read Alouds in the Preschool Classroom · Study

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Teachers’ Use of Scaffolding Strategies During Read Alouds in the Preschool Classroom

Jill M. Pentimonti, Laura Marie Justice

2009-10-07articleEarly Childhood Education Journal197 citationsclosed

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Early Childhood Education and Development Teacher Education and Leadership Studies Reading and Literacy Development

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References

1978Mind in Society: The Development of Higher Psychological Processes

1976THE ROLE OF TUTORING IN PROBLEM SOLVING *

1991Handbook of reading research

1998Preventing Reading Difficulties in Young Children

1990Apprenticeship in thinking: cognitive development in social context

1983Ways with Words

1984Ways with Words: Language, Life and Work in Communities and Classrooms

1990Apprenticeship in Thinking

Cited by

2014Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability

2017Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills

2016Using tablet computers to teach preschool children to write letters: Exploring the impact of extrinsic and intrinsic feedback

2019Teachers’ use of questions during shared book reading: Relations to child responses

2013Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils

2024A Cognitive Load Theory Approach to Understanding Expert Scaffolding of Visual Problem-Solving Tasks: A Scoping Review

2012Function, Type, and Distribution of Teacher Questions in Dual-Language Preschool Read Alouds

2014‘Look closely at what I’m doing!’ Scaffolding in individual string lessons: Two case studies

Details

Year2009

Typearticle

VenueEarly Childhood Education Journal

Languageen

Files0 public / 0

Identifiers

doi10.1007/s10643-009-0348-6

openalex_workW2109042437

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