Examining the Nature of Scaffolding in an Early Literacy Intervention

In this study, we used Reading Recovery as the context to examine the relationship between three types of contingent teaching (temporal, instructional, and domain contingency) and student outcomes in a one-to-one literacy tutoring setting. We first created a National Teacher Effectiveness Index for...

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Veröffentlicht in:	Reading research quarterly 2016-07, Vol.51 (3), p.345-360
Hauptverfasser:	Rodgers, Emily, D'Agostino, Jerome V., Harmey, Sinéad J., Kelly, Robert H., Brownfield, Katherine
Format:	Artikel
Sprache:	eng
Schlagworte:	and materials Childhood Classroom communication Early literacy Educational outcomes Emergent Literacy Hierarchical Linear Modeling Instructional intervention Instructional strategies Intervention Learning Literacy methods Mixed methods Outcomes of Education Reading Reading Failure Reading instruction Reading research Research methodology Scaffolding Strategies Strategies, methods, and materials Struggling learners Student teacher relationship Teacher Effectiveness Teachers teaching strategies Tutoring Visual information
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