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Scaffolds for Learning to Read in an Inclusion Classroom
Elaine R Silliman1, Ruth Bahr1, Jill Beasman1
1University of South Florida, Tampa.
Language, Speech, and Hearing Services in Schools
|July 1, 2000
Summary
Teachers primarily used directive scaffolding, not supportive strategies, for emergent reading groups. Children with language learning disabilities (LLD) received undifferentiated instruction, highlighting the need for explicit, systematic reading support in inclusive classrooms.
Area of Science:
- Education
- Linguistics
- Developmental Psychology
Background:
- Inclusive classrooms require effective scaffolding for diverse learners.
- Collaborative teaching models aim to support all students, including those with language learning disabilities (LLD).
- Emergent reading skills are foundational for literacy development.
Purpose of the Study:
- To analyze teacher discourse patterns in scaffolding emergent reading.
- To determine if scaffolding was directive versus supportive.
- To assess differentiated instruction for students with LLD in an inclusive setting.
Main Methods:
- Observational study of two emergent reading groups over 8 weeks.
- Videotaping of teacher-student interactions within collaborative teaching teams.
- Analysis of scaffolding sequence distribution, types, and functions.
Main Results:
- Both general and special educators predominantly used directive scaffolding.
- Scaffolding focused on direct skill instruction rather than strategy learning (phoneme-grapheme relationships).
- Students with LLD received instruction undifferentiated from their typically developing peers.
Conclusions:
- Inclusive settings necessitate explicit, systematic instruction for students with LLD.
- Multilevel instruction balancing skill and strategy learning is crucial.
- Effective scaffolding must support both direct instruction and analytical thinking for reading success.
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