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ERIC Number: EJ849808
Record Type: Journal
Publication Date: 2007
Pages: 7
Abstractor: ERIC
Reference Count: 16
ISBN: N/A
ISSN: ISSN-0040-0599
Piggybacking: A Strategy to Increase Participation in Classroom Discussion by Students with Learning Disabilities
Paxton-Buursma, Debra; Walker, Melodee
TEACHING Exceptional Children, v40 n3 p28-34 Nov-Dec 2007
Classroom discussion is often underutilized by teachers and students alike; however, it remains a viable pedagogical choice for actively engaging students in learning. The combination of Book Club discussions and intentionally designed simple strategies as tools in resource rooms or co-taught general education classrooms may increase the speaking and thinking skills of students linguistically at risk. In particular, strategic tools may safely scaffold students into engaging and experimenting with text and literary concepts while developing greater communicative competence. Although several tools were interwoven into a supportive learning environment, this article specifically focuses on the piggybacking tool. Piggybacking provides a simple word tool, scaffolding students into deeper discussions by cueing them to listen and link to each others' talk, thus extending, elaborating, or clarifying ideas, concepts, and personal experiences in text-based discussion. This article highlights one specific example of how Book Club discussions along with intentionally designed strategies as tools can engage middle school students and scaffold them toward greater communicative competence. The teacher's story also demonstrates how action research can powerfully inform a teacher's instructional decisions with regard to student learning and responsive scaffolding tools. (Contains 5 figures.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A