A Critique of E.M. Rodgers' "Interactions that Scaffold Reading Performance".
Written in 2005; 2,250 words; 6 sources; $ 89.95
Paper Summary:
The paper critiques a research study by E.M. Rodgers. The paper assesses the study as a poorly formulated qualitative study of scaffolding in first-grade pupils having difficulty learning to read. The paper analyzes the faulty research design; the reductive, streamlined data; and the very vague discussion of both tutor and student participants.
From the Paper:
"E. M. Rodgers introduces her paper as a case study that involves two allegedly effective literacy teachers involved with four first-grade students that had been having extreme difficulty in learning to read. (P. 501) The model of 'scaffolding' is favoured, strongly, as explained by Rodgers in reference to teachers' efforts to focus on areas of particular difficulty, anticipating those in which the student needs extra help or reminders, and an artful ability to provide exercises at which students are encouraged to make several attempts, eventually mastering tasks via the accomplishment of those gone before."
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