Resources

Dickson, S. V., Collins, V. L., Simmons, D. C., & Kameenui, E. J. (1998). Metacognitive strategies: Instruction and curricular basics and implications. In D. Simmons & E. Kameenui (Eds.), What reading research tells us about children with diverse learning needs: Bases and basics (pp. 361–380). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Harris, K. R., & Pressley, M. (1991). The nature of cognitive strategy instruction: Interactive strategy instruction. Exceptional Children, 57, 392–403.

Reid, D. K. (1998). Scaffolding: A broader view. Journal of Learning Disabilities, 31, 386–396.

This article considers scaffolding in a broad context, examining “the historical context of learning disabilities, the emerging focus on learners’ activity, the reification of learning disabilities, and the unintended effects that frequently occur as a by-product of injudicious (and often unintentional) scaffolding.” The book explores theory, real-life intervention, and how each affects the other.

Stone, C. A. (1998). The metaphor of scaffolding: Its utility for the field of learning disabilities. Journal of Learning Disabilities, 31, 344–364.

In order to better understand the application of scaffolding strategies on atypical learners, the book offers a critical analysis of the concept of scaffolding as a metaphor for how to “guide children’s learning and development.” The book opens with information about the origins and early applications of the metaphor; it then shifts its focus to criticisms.

Byrnes, J. P. (2001). Cognitive development and learning in instructional contexts (2nd ed.). Needham Heights, MA: Allyn & Bacon.

Organized in two parts, the book seeks to describe children’s learning capabilities at different ages. One part of the book focuses on background information, such as principles of learning. The other section examines developmental trends that are apparent as children acquire skills in different content areas.

Hogan, K., & Pressley, M. (Eds.). (1997). Scaffolding student learning: Instructional approaches and issues. Cambridge, MA: Brookline Books.

This book is composed of a variety of original papers discussing the topic of scaffolding. Both theory and practice are addressed in the book, as are practical tips and success rates for one-on-one tutoring.

Pressley, M., & Associates (1995). Cognitive strategy instruction that really  improves children’s academic performance (2nd ed.). Cambridge, MA: Brookline Books.

This second-edition discusses strategies for teaching a variety of elementary and middle-school content areas, such as reading comprehension, mathematics, and science. Covering background and practical topics, the book features current perspectives, explanations of the logic behind strategies, and details on how to apply research-validated strategies.

Reid, R., & Lienemann, T. (1995). Cognitive strategy instruction for students with learning disabilities. New York: Guilford Publications.

Scaffolding is one important component of strategy instruction, and this book provides practical examples of how to scaffold instruction. Additionally, it includes information on specific scaffolding techniques and how they can be used with students who have learning disabilities.

Turnbull, A., Turnbull, R., Shank, M., & Smith, S. J. (2004). Exceptional lives: Special education in today’s schools (4th ed.). Upper Saddle River, NJ: Prentice Hall.

Intended to aid teachers in addressing the goals of the Individuals with Disabilities Education Act (IDEA) of 1997, the book examines methods for implementing best practices. The four major categories covered in the book are universal design for learning, inclusion, collaboration, and multicultural responsiveness. The book also features examples of real students with real disabilities.

Funderstanding [Online] https://www.funderstanding.com/vygotsky.cfm

A group of product development consultants focusing on youth, Funderstanding has posted a page about Vygotsky and social cognition on its website. The page defines social cognition, lists discussion points, looks at how Vygotsky impacts learning, and suggests additional readings on the subject. The site also features information on other learning theories, as well as links to sections on education history, resources, influences, among others.

Northern Illinois University Center for Innovative Teaching and Learning: Instructional Scaffolding to Improve Learning https://www.niu.edu/citl/resources/guides/instructional-guide/instructional-scaffolding-to-improve-learning.shtml

The Center for Innovative Teaching and Learning at Northern Illinois University provides an overview of instructional scaffolding, including why you should use it, how to use it, and its benefits and challenges.