Zone of Proximal Development
The zone of proximal development is defined as "the
distance between what children can do by themselves and the next learning that
they can be helped to achieve with competent assistance” (Raymond, 2000,
p.176).
To ensure student success, these are strategies used to promote scaffolding to help struggling readers to become proficient in lowering their frustration level and raising self-confidence:
Provide supportive or scaffolding instruction.
Sequence instruction so that complex learning skills are possible because foundation skills have been acquired.
Adjust and scaffold instruction according to students' needs depending on the level of progress.
Provide feedback, positive reinforcement and encouragement.
Provide many opportunities for struggling readers to practice and apply what they are learning.
Have students practice and reading words and texts and the appropriate level of difficulty under the direction of the teacher.
Include the use of word cards or list used to increase word recognition.
Include comprehension that introduces new vocabulary words to help students understand what is read.
Use graphic organizers.
Emphasize reading comprehension strategies to focus on student self-monitoring and fix-up strategies.
Include word identification strategies to help students decode words.
Build students' reading fluency to help them read quickly, accurately and with expression.
Include writing component according to students' writing abilities.
Dictate words and sentences that contain previously introduced phonics and irregular words to help students apply what they are learning about letters and sounds as they are spelling the words.
Ask students to write as many words as they can in a specified amount of time that can be used to monitor their progress.
Create a collaborative support system between school personnel, students and parent(s) or guardian(s).
Promote home/school connections so parent(s) or guardian(s) can support their students' efforts by listening to them read and practice their reading skills.
References:
Raymond, E.
(2000). Cognitive Characteristics. Learners with Mild Disabilities (pp.
169-201). Needham Heights, MA: Allyn
& Bacon, A Pearson Education Company.
Accessed from:
No comments:
Post a Comment