A Framework for Scaffolding Language Development Through Meaningful Interactions

Berk L. E. Winsler A. (1995). NAEYC Research into Practice Series: Vol. 7. Scaffolding children’s learning: Vygotsky and early childhood education. National Association for the Education of Young Children (NAEYC catalog# 146).

Blank M. Rose S. A. Berlin L. J. (1978). The language of learning: The preschool years. Grune & Stratton.

Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. http://www.decsped.org/recommendedpractices

Girolametto L. Weitzman E. Greenberg J. (2003). Training day care staff to facilitate children’s language. American Journal of Speech-Language Pathology, 12(3), 299–311.

Grisham-Brown J. Pretti-Frontczak K. (2013). A curriculum framework for supporting young children served in blended programs. In Buysse V. Peisner-Feinberg E. S. (Eds.), Handbook of response to intervention in early childhood (pp. 223–235). Paul H. Brookes.

Horn E. M. Palmer S. B. Butera G. D. Lieber J. (2016). Six steps to inclusive preschool curriculum: A UDL-based framework for children’s school success. Paul H. Brookes.

Justice L. Cain K. Jiang H. Logan J. Jia R. Jiang H. Lagan J. A. Jia R. (2018). Modeling the nature of grammar and vocabulary trajectories from prekindergarten to third grade. Journal of Speech, Language, and Hearing Research, 61(4), 910–923.

Kaderavek J. N. Dinnebeil L. A. Krepps K. (2019). Upping the Ante to support language development. Young Exceptional Children, 22(4), 167–176.

McLeskey J. Barringer M.-D. Billingsley B. Brownell M. Jackson D. Kennedy M. Lewis T. Maheady L. Rodriguez J. Scheeler M. C. Winn J. Ziegler D. (2017, January). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center. https://highleveragepractices.org/sites/default/files/2020-10/Instructionfinal.pdf

National Institute for Early Education Research. (2009, March). Math and science in preschool: Policies and practice. https://nieer.org/wp-content/uploads/2016/08/20.pdf

O’Connor R. E. Notari-Syverson A. Vadasy P. F. (2005). Ladders to literacy: An activity book for kindergarten children. Paul H. Brookes.

Pentimonti J. M. Justice L. M. Yeomans-Maldonado G. McGinty A. S. Slocum L. O’Connell A. (2017). Teachers’ use of high-and low-support scaffolding strategies to differentiate language instruction in high-risk/economically disadvantaged settings. Journal of Early Intervention, 39(2), 125–146.

Rodgers E. D’Agostino J. V. Harmey S. J. Kelly R. H. Brownfield K. (2016). Examining the nature of scaffolding in an early literacy intervention. Reading Research Quarterly, 51(3), 345–360.

Soukakou E. P. (2016). Inclusive classroom profile (ICP): Research edition. Paul H. Brookes.

Van de Pol J. Volman M. Beishuizen J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational Psychology Review, 22(3), 271–296.

Vygotsky L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34–41.

Wood D. (2003). The why? what? when? and how? of tutoring: The development of helping and tutoring skills in children. Literacy Teaching and Learning, 7(1/2), 1–30.

Wood D. Bruner J. S. Ross G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100.

Zimmerman F. J. Gilkerson J. Richards J. A. Christakis D. A. Xu D. Gray S. Yapanel U. (2009). Teaching by listening: The importance of adult–child conversations to language development. Pediatrics, 124(1), 342–349.

Zucker T. A. Cabell S. Q. Oh Y. Wang X. (2020). Asking questions is just the first step: Using upward and downward scaffolds. The Reading Teacher, 74(3), 275–283.