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The Rising Star Scaffolding Guide: Supporting Young Children's Early Spelling Skills.

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Title: The Rising Star Scaffolding Guide: Supporting Young Children's Early Spelling Skills.
Authors: Copp, Stefanie B., Cabell, Sonia Q., Gabas, Clariebelle, Slik, Debbie, Todd, Jennifer
Source: Reading Teacher. Jan/Feb2023, Vol. 76 Issue 4, p380-389. 10p. 2 Color Photographs, 1 Diagram, 2 Charts.
Subjects: Orthography & spelling, Kindergarten, Literacy, Composition (Language arts), Kindergarten children
Abstract: Supporting early writing skills in pre‐kindergarten lays an important foundation for later writing achievement as well as reading achievement. Specifically, encouraging children to write affords teachers the opportunity to provide scaffolds to improve spelling development. Teachers, however, tend to provide more support than necessary to guide children's early spelling, which may stifle children's opportunities to engage in important thinking that helps them to grow in their literacy knowledge. In this article, we introduce the Rising Star Scaffolding Decision Guide, a step‐by‐step framework for teachers to use when selecting instructional moves to support spelling development while engaging in one‐on‐one writing interactions with children. We describe the types of scaffolds that teachers can use with children, with an emphasis on low‐support scaffolds (RISE) and high‐support scaffolds (STAR). We include examples of teacher–child interactions to illustrate specific scaffolding techniques based on children's writing attempts. [ABSTRACT FROM AUTHOR]
Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The Rising Star Scaffolding Guide: Supporting Young Children's Early Spelling Skills.
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  Data: <searchLink fieldCode="AR" term="%22Copp%2C+Stefanie+B%2E%22">Copp, Stefanie B.</searchLink><br /><searchLink fieldCode="AR" term="%22Cabell%2C+Sonia+Q%2E%22">Cabell, Sonia Q.</searchLink><br /><searchLink fieldCode="AR" term="%22Gabas%2C+Clariebelle%22">Gabas, Clariebelle</searchLink><br /><searchLink fieldCode="AR" term="%22Slik%2C+Debbie%22">Slik, Debbie</searchLink><br /><searchLink fieldCode="AR" term="%22Todd%2C+Jennifer%22">Todd, Jennifer</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Reading+Teacher%22">Reading Teacher</searchLink>. Jan/Feb2023, Vol. 76 Issue 4, p380-389. 10p. 2 Color Photographs, 1 Diagram, 2 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Orthography+%26+spelling%22">Orthography & spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Composition+%28Language+arts%29%22">Composition (Language arts)</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten+children%22">Kindergarten children</searchLink>
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  Label: Abstract
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  Data: Supporting early writing skills in pre‐kindergarten lays an important foundation for later writing achievement as well as reading achievement. Specifically, encouraging children to write affords teachers the opportunity to provide scaffolds to improve spelling development. Teachers, however, tend to provide more support than necessary to guide children's early spelling, which may stifle children's opportunities to engage in important thinking that helps them to grow in their literacy knowledge. In this article, we introduce the Rising Star Scaffolding Decision Guide, a step‐by‐step framework for teachers to use when selecting instructional moves to support spelling development while engaging in one‐on‐one writing interactions with children. We describe the types of scaffolds that teachers can use with children, with an emphasis on low‐support scaffolds (RISE) and high‐support scaffolds (STAR). We include examples of teacher–child interactions to illustrate specific scaffolding techniques based on children's writing attempts. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jan/Feb2023
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