![]() ![]() In order for mainstream and content area classroom teachers to meet the needs of linguistically diverse students, they must understand the role written and spoken language plays in learning (Bunch, 2013 Fillmore & Snow, 2000). ![]() While the linguistic diversity of US classrooms increases, so do the demands for all students to meet high level standards (e.g., CCSS, NGSS, C3) across grade levels and content areas. Even now it is not uncommon to find multiple languages represented in one classroom in which a monolingual English speaking classroom teacher is responsible for the literacy and language development of all learners. As the mobility of people, commerce, and information accelerates around the globe, US classrooms will continue to become increasingly diverse in terms of students’ cultures, languages, and experiences in and outside of school. It is probably fair to say that most teachers and researchers in the field of education know that emergent bilinguals-students who speak a language other than English at home-comprise nearly 10% of the students in US classrooms today (U.S. Implications for research and practice are discussed. Multilevel regression indicated that motivational scaffolding-but not vocabulary, fluency, comprehension or peer scaffolding-predicted growth on standardized reading comprehension. To support student reading, tutors were encouraged to choose from a set of interactional scaffolds to contingently respond to student needs as they arose. The intervention taught students, many of whom were reading below grade level, to use comprehension strategies as they read CCSS-style complex texts. The current study examines the effectiveness of interactional scaffolding, which is responsive in-person support an expert provides to a novice reader in order to support the reader’s comprehension during reading instruction, for 213 young adolescents learning within a four-lesson small-group guided-reading intervention (N=196 instructional sessions). ![]() The Common Core State Standards (CCSS) require students to read grade-level text with “scaffolding as needed”. ![]()
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