ADVANTAGES OF SCAFFOLDING IN TEACHING WRITING COMPREHENSION

Article Sidebar

Eurasian Journal of Academic Research
PDF (English)
Выпуск: Том 4 № 5 Part 3 : Евразийский журнал академических исследований
Раздел: Статьи
Опубликован:
Лицензия Creative Commons

Это произведение доступно по лицензии Creative Commons «Attribution» («Атрибуция») 4.0 Всемирная.

Main Article Content

Tashkent University of Applied Sciences English language faculty 3 Theoretical aspects of English Language 3 department
info@in-academy.uz

Аннотация:

This article examines the benefits of employing scaffolding techniques in teaching writing comprehension. Scaffolding involves providing structured support to students as they engage with writing tasks, gradually reducing this support as students develop their comprehension skills. The article discusses the theoretical foundations of scaffolding, such as Vygotsky's Zone of Proximal Development and constructivism, and highlights the advantages of scaffolding, including gradual skill development, differentiated instruction, support for diverse learners, active engagement, building prior knowledge, promoting metacognitive awareness, fostering collaboration, and increasing confidence and motivation.

Article Details

Как цитировать:

Kasimkhodjayeva , M. . (2024). ADVANTAGES OF SCAFFOLDING IN TEACHING WRITING COMPREHENSION. Евразийский журнал академических исследований, 4(5 Part 3), 70–72. извлечено от https://in-academy.uz/index.php/ejar/article/view/32618

Библиографические ссылки:

Smith, J. A. (2024). Advantages of scaffolding in teaching writing omprehension. “Journal of Educational Psychology”, 45(3), 112-129.

Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.

Pressley, M., & Woloshyn, V. E. (1995). Cognitive strategy instruction that really improves children's academic performance. Cambridge University Press.