PURPOSE This article describes a study on the scaffolding of learning to read in a primary-level, continuous-progress, inclusion classroom that stressed a critical thinking curriculum and employed a collaborative teaching model. Two emergent reading groups were the focus of study-one group that was taught by a general educator and the other by a special educator. The primary purposes were to di...

Scaffolding is a form of temporary support offered to a learning to assist in the process of becoming a skilled practitioner. Traditionally, the most common form of learning has been apprenticeship, where a novice learns through active participation in a task, initially only peripherally, and then assuming more control and ownership. Originating in the socio-cultural perspective of Vygotskyan t...

The present study was aimed at investigating intermediate Iranian EFL learners’ feedback preferences on their L2 writing and examining the possible differences between learners with entity and incremental language mindsets with respect to their feedback preferences. To this end, 150 EFL learners were recruited from several language institutes in Isfahan, Iran, and their language proficiency lev...

OBJECTIVE The goal was to determine whether there were significant differences between children of normative versus short stature in behavioral functioning and peer relationships, according to teacher and child reports. METHODS The study included 712 boys and girls in the sixth grade, from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Develop...

Using a contextual approach to social skills assessment in the peer group, this study examined the criterion-related validity of contextually relevant social skills and the incremental validity of peers and teachers as judges of children's social skills. Study participants included 342 (180 male and 162 female) students and their classroom teachers (N = 22) from rural communities. As expected, ...