Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/20184
Title: 
Authors: 
Subjects: 
Mediation
Socio-cognitive approach
Writing
Elementary students
Instructional scaffolding
Issue Date: 
2018
Citation: 
Ng, C. H., & Cheung, Y. L. (2018). Mediation in a socio-cognitive approach to writing for elementary students: Instructional scaffolding. Education Sciences, 8(4), 92-104. https://doi.org/10.3390/educsci8030092
Abstract: 
This research investigates how elementary teachers mediate the learning of writing through a socio-cognitive approach. The study reveals how in effective instructions for writing development, teachers can build narrative knowledge in a socio-cognitive approach through these types of instructional scaffolding: explicit outcomes and expectations, modelling, bridging, contextualizing, schema building, re-presenting text and developing metacognition. The study also illustrates through examples, the use of the instructional scaffolding functions by two teachers mediating between students’ current knowledge levels in writing in English and the requisite expert understandings of the narrative genre in actual classroom practice. The adapted instructional scaffolding functions proposed in this article enrich the field of learning and teaching of writing by providing a means for teachers to mediate the learning of writing. The study also highlights the value of qualitative interpretive approaches in contributing to the domain of pedagogical approaches in writing for elementary students.
URI: 
ISSN: 
2227-7102
DOI: 
File Permission: 
Open
File Availability: 
With file
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