QUESTIONING AS SCAFFOLDING (Wallach, 2008)

The use of questioning has been shown to facilitate students’ ability to move from literal recall to more complex levels of oral and written comprehension. The following sequence of such scaffolding was outlined in Wallach (2008):

1. Labelling: What is this?

2. Item Elaboration: What colour is this?

3. Event Description: What happened?

4. Reason/Cause: Why is the boy happy?

5. Reaction: Should he be happy? Why?

6. Real-World Relevance: Would you be happy if that happened to you?

Has anything like that happened to you?

Reference Wallach, G.P. (2008) Language intervention for school-age students: Setting goals for academic success. Mosby-Elsevier, St Louis.