Scaffolding Of Metacognition In Intervention Lessons

The purpose of this study was to investigate the scaffolding used by teachers to foster development of metacognition in young children in a reading intervention program. Tapes of intervention lessons were analyzed, and instances of metacognition ann scaffolding were identified and categorized. Children produced more self-corrections than metacognitive comments about reading and writing tasks and strategies. They also produced more metacognitive responses during reading than other types of activities and on easier than more difficult books. The most frequent category of scaffolding was coaching, which frequently preceded children's self-corrections and served to reinforce correct responses.