Thursday, September 8, 2011

10 Principles for Assisting Reading. 6a Scaffolding

In the last blog we discussed a typical example - when a reader makes a miscue and the meaning is lost. Another situation is when the reader stops at a word and is unable to continue.

In this situation the first thing the reading guide should do is to assist by pausing for 3 seconds to allow the reader time to process the available information from the text. This will convey the message that you are giving the reading responsibility to the reader. If the reader does not respond then give a prompt by placing your finger on the first letter of the unknown word and then run your finger along to the end of the sentence and then pause. This process models taking note of the initial letter, the overall shape of the word, and also the context of the rest of the sentence.

If the child still does not respond then give a prompt by talking about the context or any picture that may accompany the text. Once again pause for about 3 seconds. If the child still does not respond then give the reader the word and continue. There is no need to labour the process just to be exact. There will be plenty of opportunities to practice these strategies together.

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