A single case study design was employed to
describe the nature of one teacher’s verbal scaffolding used
during differentiated reading instruction in a kindergarten
classroom. The teacher participant was selected from a
group of exemplary teachers nominated from two school
districts in southwestern Pennsylvania. Multiple sources of
data, including transcripts of video-taped small group literacy
lessons, were analyzed to glean insight regarding the
nature of verbal scaffolding in classroom instruction.
Transcripts were coded to identify salient patterns and
themes related to lesson differentiation. The following
categories were used to define the different types of talk
used by the teacher to promote the independent use of
strategies in reading: direct explanation, explicit modeling,
invitations to participate, clarification, verification, and
telling. Excerpts from transcripts are provided to illustrate
examples of the different verbal scaffolds observed during
the study. The teacher participant in this case study provides
one example of how intentional verbal scaffolding
can be used in early literacy instruction. Findings suggest
this may have positive implications for student literacy
growth. Furthermore, this study offers rich descriptions of
verbal scaffolding and quality examples of differentiated
instruction that can support pre-service teachers and in-service teachers as they plan for effective literacy
instruction.

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Tersedia

• The Power of Verbal Scaffolding: ‘‘Showing’’ Beginning Readers How to Use Reading Strategies

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