Scaffolding Students' Comprehension of Text

By K. Clark, Michael F. Graves. 2005

184 citations recorded by the source corpus.

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The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition (2010, methodology): “Students need models of strategies in action, guided practice as they implement those models, and independent practice with the strategies (Clark & Graves, 2005).”
Scaffolding in Teacher–Student Interaction: A Decade of Research (2010, unknown): “Clark and Graves (2005) provide an overview of several instructional frameworks on literacy (text comprehension) that includes the idea of scaffolding such as Reciprocal Teaching, the Scaffolded Reading Experience, and Direct Explanation of Comprehension Strategies.”
Breaking Down Words to Build Meaning: Morphology, Vocabulary, and Reading Comprehension in the Urban Classroom (2007, background): “In so doing , teachers can scaffold this process, gradually releasing the responsibility to the students (see Clark & Graves, 2005, for a thoughtful discussion of scaffolding in comprehension instruction).”