This article examines the benefits of employing scaffolding techniques in teaching writing comprehension. Scaffolding involves providing structured support to students as they engage with writing tasks, gradually reducing this support as students develop their comprehension skills. The article discusses the theoretical foundations of scaffolding, such as Vygotsky's Zone of Proximal Development and constructivism, and highlights the advantages of scaffolding, including gradual skill development, differentiated instruction, support for diverse learners, active engagement, building prior knowledge, promoting metacognitive awareness, fostering collaboration, and increasing confidence and motivation
This article examines the benefits of employing scaffolding techniques in teaching writing comprehension. Scaffolding involves providing structured support to students as they engage with writing tasks, gradually reducing this support as students develop their comprehension skills. The article discusses the theoretical foundations of scaffolding, such as Vygotsky's Zone of Proximal Development and constructivism, and highlights the advantages of scaffolding, including gradual skill development, differentiated instruction, support for diverse learners, active engagement, building prior knowledge, promoting metacognitive awareness, fostering collaboration, and increasing confidence and motivation
| № | Author name | position | Name of organisation |
|---|---|---|---|
| 1 | Kasimkhodjayeva M.A. | ! | Tashkent University of Applied Sciences English language |
| № | Name of reference |
|---|---|
| 1 | 1.Smith, J. A. (2024). Advantages of scaffolding in teaching writing omprehension. “Journal of Educational Psychology”, 45(3), 112-129. 2.Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.3.Pressley, M., & Woloshyn, V. E. (1995). Cognitive strategy instruction that really improves children's academic performance. Cambridge University Press. |