Should We Salvage the Scaffolding Metaphor?

Journal of Learning Disabilities

Volumn 31, Issue 4, 1998, Pages 409-413

  Stone, C Addison ^a  

^a NORTHWESTERN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; HUMAN; LEARNING DISORDER; LITERATURE; PRESCHOOL CHILD; TEACHING;

CHILD; CHILD, PRESCHOOL; HUMANS; LEARNING DISORDERS; METAPHOR; TEACHING;

EID: 0032112646     PISSN: 14690047     EISSN: None     Source Type: Journal    
DOI: 10.1177/002221949803100411     Document Type: Article

References (12)

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2. Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.
3. Duffy, G. G, Rochler, L. R., Siven, E., Rackliffe, G., Book, C., Meloth, M. S., Vavrus, L. G., Wesselman, R., Putnam, J., & Bassirir, D. (1987). Effects of explaining the reasoning associated with using reading strategies. Reading Research Quarterly, 22, 347-368.
4. Green, J. L., & Harker, J. O. (Eds.). (1988). Multiple perspectives analyses of classroom discourse. Norwood, NJ: Ablex.
5. Mariage, T. V. (1995). Why students learn: The nature of teacher talk during reading. Learning Disability Quarterly, 18, 214-234.
6. Oxford English dictionary (2nd ed.). (1989). New York: Oxford University Press.
7. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in sociocultural activity. New York: Oxford University Press.
8. Rogoff, B. (1993). Children's guided participation and participatory appropriation in sociocultural activity. In R. H. Wozniak & K. W. Fischer (Eds.), Development in context: Acting and thinking in specific environments (pp. 121-153). Hillsdale, NJ: Erlbaum.
9. Stone, C. A. (1989). Improving the effectiveness of strategy training for learning disabled students: The role of communicational dynamics. Remedial and Special Education 10(1), 35-42.
10. Stone, C. A. (1993). What's missing in the metaphor of scaffolding? In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 169-183). New York: Oxford University Press.
11. Stone, C. A. (1996). Bridging the gap between qualitative and quantitative approaches to the analysis of instructional innovations for students with learning disabilities: A commentary on Gallimore and Lyon. In D. L. Speece & B. K. Keogh (Eds.), Research on classroom ecologies: Implications for inclusion of children with learning disabilities (pp. 251-260). Mahwah, NJ: Erlbaum.
12. Stone, C. A., & Conca, L. (1993). The origin of strategy deficits in children with learning disabilities: A social constructivist perspective. In L. Meltzer (Ed.), Strategy assessment and instruction for students with learning disabilities: From theory to practice (pp. 23-59). Austin, TX: PRO-ED.