Jill M. Pentimonti|Laura M. Justice
Teachers’ Use of Scaffolding Strategies During Read Alouds in the Preschool Classroom
The Ohio State University|The Ohio State University
relatively little known regarding preschool teachers use specific scaffolds including high support scaffolds eg coparticipating eliciting reducing choices may important children struggling acquire language literacy concepts goal study characterize preschool teachers use six types scaffolds generalizing reasoning predicting coparticipating reducing choices eliciting see oconnor et al ladders literacy paul h brookes publishing baltimore md 2005 within whole group read aloud session two specific questions addressed 1 extent preschool teachers use high low support scaffolds whole group read aloud sessions 2 extent preschool teachers perceived frequency use specific scaffolds correspond actual use scaffolds videotaped classroom observations carried five preschool teachers conducting whole group read alouds classrooms frequency use six types scaffolds coded using systematic observation procedures results indicated teachers showed preference three types scaffolds low support three types high support scaffolds occurred low rates additionally results showed substantial discrepancy teachers perceived frequency use specific types scaffolds relative actual use together findings suggest preschool teachers may benefit professional development focused using range scaffolds include high support scaffolds beneficial children may need high levels support participate read alouds