Toward Contingency in Scaffolding Reading Comprehension: Next Steps for Research

• In Event: Critical Issues in Literacy Research 5

Abstract

Though much comprehension scaffolding research exists, confusion about the construct remains. In this theoretical paper, we argue for the importance of contingency—that is, responsiveness to student thinking—in reading comprehension scaffolding. We first define two sometimes-nebulous constructs: scaffolding and comprehension. We then argue that the multidimensional nature of comprehension requires contingency because the assumptions of pre-planned scaffolding can obscure emergent student comprehension. Three implications for research follow. First, research designs must isolate interactional scaffolding. Second, collaboratively analyzing scaffolding video is an effective tool for teacher educators and researchers. Finally, researchers should integrate findings with existing frameworks to illuminate both the transferable and idiosyncratic dimensions of scaffolding. This could include studying students’ utterances as well as teachers’.

Authors

• Dan Reynolds, John Carroll University

• Shannon Mary Daniel, Vanderbilt University - Peabody College