Tutoring Sixth Graders Who Struggle with Reading: Illustrations of Wood's Contingent Interventions

Autor/inn/en	Hedin, Laura R.; Gaffney, Janet S.
Titel	Tutoring Sixth Graders Who Struggle with Reading: Illustrations of Wood's Contingent Interventions
Quelle	In: Reading Psychology, 34 (2013) 3, S.207-256 (50 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2011.621510
Schlagwörter	Middle School Students; Grade 6; Reading Difficulties; Tutoring; Scaffolding (Teaching Technique); Reading Skills; Reading Strategies; Decoding (Reading); Problem Solving; Learner Engagement; Teacher Student Relationship; Teaching Styles + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Reading difficulty; Leseschwierigkeit; Förderkonzept; Nachhilfeunterricht; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik; Dekodierung; Problemlösen; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstil; Unterrichtsstil
Abstract	Teachers working with students with reading difficulties must decide when and how to intervene. Wood (2002) suggested that teachers' shift their levels of support to match students' needs based on moment-by-moment observations--that is, teachers should scaffold their support. In this qualitative analysis, we investigated instructors' scaffolding of strategy use during tutoring lessons with sixth-grade struggling readers. As students thought aloud about astronomy passages, teachers made contingent instructional decisions. Lesson transcripts were coded for Wood's levels of contingent intervention (i.e., general verbal, specific verbal, specific verbal with nonverbal, preparation for action, and demonstration) and repair processes. Instructors constructed some successful scaffolds but more often demonstrated or interrupted readers' problem solving with "preemptive prompts." Implications for instruction and teacher preparation are discussed. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10