Scaffolding Emergent Readers
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Scaffolding Emergent Readers with Teacher’s Interactions Dr. Patricia Kostell Educational Consultant Curriculum - PowerPoint PPT Presentation


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Scaffolding Emergent Readers with Teacher’s Interactions Dr. Patricia Kostell Educational Consultant Curriculum Facilitator. Low Socioeconomic Single Working Parent English speaking and non English speaking home environment

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  • Low Socioeconomic Single Working Parent

  • English speaking and non English speaking home environment

  • Speech is hurried, words are omitted and endings are left off of words that are used

  • Lack of reading aloud during the infant and early years


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  • Increasingverbalization is a goal to aidreading and writing development

  • Start with something familiar to the children

  • Extend what is familiar to unfamiliar

  • Empower children to pronounce the new

  • Empower children to write the new


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  • What do you hear that rhymes?

  • They didn’t

  • Go on with more text

  • Until they hear the rhyme

  • After it is written

  • Go to other rhymes that they hear


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  • Names Rhyming

  • Nursery Rhymes

  • Objects in Classroom

  • (Lists generated by children posted)

  • Independently Children work in centers to write and talk

  • Follow up


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  • Vygotsky recognized the critical role of

  • speech in development as a whole and

  • in particular in Reading and Writing

  • development – Today we see this as a key to

  • teacher interaction in scaffolding our emergent readers.


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