On the road to literature discussion groups: Teacher scaffolding during preparatory experiences

Abstract

Abstract Working within a theoretical framework of sociocultural theory, with a particular focus on the construct of scaffolding, this five and a half month qualitative study explored the ways in which one third‐grade teacher supported students’ move towards literature discussion groups. Data sources including expanded field notes, video and audiotape records, teacher interview transcripts, and artifacts were analyzed utilizing the constant‐comparative method. Findings indicated two prominent themes related to the instructional focus of the teacher's scaffolding during preparatory activities—a response‐oriented focus and an interpersonal focus. By focusing on these two areas, the teacher facilitated students’ acquisition of response strategies and interpersonal strategies— strategies they later used effectively in literature discussion groups.