Literacy development is a very complex process that starts at a very young age. Children acquire emergent literacy skills throughout their environments and learn things such as print concepts and vocabulary. Many children today attend preschool programs and within these programs read- aloud are very common. The purpose of this study is to explore the use of preschool teacher’s use of six types of scaffolding and reviewing what scaffolding strategies they felt they used during their read-aloud throughout the school year. The six scaffolding strategies include, generalizing, predicting, reasoning, co-participating, eliciting, and reducing choices.
The participants in this study were five female preschool teachers that worked at Head Start. …show more content…
However, there were more low support strategies used that the high support strategies. Of the low supporting scaffolding strategies, 12% were predicting, 43% were reasoning, and 45% was generalizing. For the high support scaffolding strategies there was not one that used eliciting, only one involved reducing choices, and the others were co-participating. When they teachers were asked to fill out the self-questionnaires in regard to their use of the six scaffolding strategies. The teacher’s questionnaires were put together and it was found the use of the higher supports 20%v of the teachers felt that they used high supports more than the low and the other 80% felt like they used high and low supports about the same. Most of the teachers reported using low scaffolding supports with 60% reporting using generalizing, and 100% using reasoning and predicting. As for the higher scaffolding supports teachers reported frequently using them. The teachers reported using eliciting 40%, reducing choices 60% and co-participating 80% of the time. It was found that overall, teachers need to use all of the scaffolding strategies in their read-aloud to make sure that all the children participating will benefit from it. Each child is at a different level compared to their peers so it is best if all six strategies are used. Teachers
The participants in this study were five female preschool teachers that worked at Head Start. …show more content…
However, there were more low support strategies used that the high support strategies. Of the low supporting scaffolding strategies, 12% were predicting, 43% were reasoning, and 45% was generalizing. For the high support scaffolding strategies there was not one that used eliciting, only one involved reducing choices, and the others were co-participating. When they teachers were asked to fill out the self-questionnaires in regard to their use of the six scaffolding strategies. The teacher’s questionnaires were put together and it was found the use of the higher supports 20%v of the teachers felt that they used high supports more than the low and the other 80% felt like they used high and low supports about the same. Most of the teachers reported using low scaffolding supports with 60% reporting using generalizing, and 100% using reasoning and predicting. As for the higher scaffolding supports teachers reported frequently using them. The teachers reported using eliciting 40%, reducing choices 60% and co-participating 80% of the time. It was found that overall, teachers need to use all of the scaffolding strategies in their read-aloud to make sure that all the children participating will benefit from it. Each child is at a different level compared to their peers so it is best if all six strategies are used. Teachers