Scaffolding Literacy : A Discursive Essay

Scaffolding Literacy : A Discursive Essay

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Scaffolding Literacy: A Discursive Essay
Scaffolding Literacy is based on the concept of creating a high support/high challenge curriculum (Axford, Harders, & Wise, 2009; Gibbons & Hammond, 2001). It was developed by Brian Gray and colleagues as a literacy pedagogy that caters to all student levels by providing an appropriate level of difficulty for high achieving students and giving support necessary to others (Gray & Cowey, 2005). As the name suggests, Scaffolding Literacy focuses on facilitating students while they work through a structured framework designed to assist students in their use and understanding of literate texts (Axford et al., 2009). In this essay the sequence of Scaffolding Literacy will be described along with a review of the literature on Scaffolding Literacy. In addition, a description and critical reflection on an observation lesson of Scaffolding Literacy will be presented.
Scaffolding Literacy follows a specific sequence of lessons designed to support the student through an analysis of several of the key features of the text. Rose (2011) supports the view of “layered” literacy, which Scaffolding Literacy utilises, in comparison to the more generic linear representation in order to foster students’ knowledge of both the language required and the correct applications. The stages are broken into three general areas: Preparing for Reading (Text Selection, Text Orientation and Language Orientation), Fluent Reading, Language Analysis (Transformations and Scaffolded Spelling/Word Study) and Scaffolded Writing (Jointly Constructed Writing, Patterned Writing and Independent Writing) (Axford et al., 2009). The steps are described in greater detail below.
• Initially, students must have their prior knowledge and ...


... middle of paper ...


...e to teachers modifying the content to meet a student’s needs. This adaptability allows teachers to implement what they know about their students in order to make the most out of a highly effective program for differentiation (Axford et al., 2009). The way that Scaffolding Literacy promotes working within the Zone of Proximal Development is likely responsible for the improvements of the students who use the program as with the proper support they can reach their learning potential. Scaffolding Literacy’s purpose is to support students working with age-appropriate and literate texts in order to help them achieve their learning potential and aid their understanding of literacy in a broader context (Gray & Cowey, 2005). Given the evidence presented in the literature surrounding the topic and what has been observed first-hand Scaffolding Literacy succeeds in its goals.

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