Abstract
For many teachers, the term scaffolding has come to mean providing just the right amount of help when a student encounters difficulty. However, there is another facet of scaffolding that has been largely ignored, and that is making decisions about what to focus on to help the student. In this article, new research findings are shared about both types of scaffolding and the role they play in helping beginning readers solve new words while reading connected text. Suggestions are provided for how teachers can use these findings to more effectively scaffold young students’ word solving attempts as they read a new book with teacher help.
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