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This article explores the benefits of employing scaffolding techniquesin teaching reading comprehension. Scaffolding involves providing structured support to students as they engage with texts, gradually fading this support as students develop their comprehension skills. The article examines key advantages of scaffolding, including gradual skill development, support for diverse learners, active engagement, building prior knowledge, promoting metacognitive awareness, fostering collaboration, and increasing confidence and motivation

  • Количество прочтений 4
  • Дата публикации 31-05-2024
  • Язык статьиIngliz
  • Страницы163-166
English

This article explores the benefits of employing scaffolding techniquesin teaching reading comprehension. Scaffolding involves providing structured support to students as they engage with texts, gradually fading this support as students develop their comprehension skills. The article examines key advantages of scaffolding, including gradual skill development, support for diverse learners, active engagement, building prior knowledge, promoting metacognitive awareness, fostering collaboration, and increasing confidence and motivation

№ Имя автора Должность Наименование организации
1 Kasimkhodjayeva . . ! Tashkent University of Applied Sciences
№ Название ссылки
1 .Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes*. Harvard University Press.2.Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 17(2), 89-100.3.Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.4.Pressley, M., & Woloshyn, V. E. (1995). Cognitive strategy instruction that really improves children's academic performance. Cambridge University Press.5.Guthrie, J. T., & Wigfield, A. (2000).Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Erlbaum.
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