Examining the impact of scaffolding on literacy learning: A critical examination of research and guidelines to advance inquiry

摘要: Abstract Despite its appeal and widespread use, the term scaffolding has been inconsistently invoked across field of education, particularly in literacy research. Indeed, meaning become so broad that impact on learning is unclear. This review elucidates theoretical tenets underpin metaphor critically examines by interrogating existing literature terms adherence to construct methodology used determine relationship between teachers’ students’ learning. Guidelines for future research are offered advance understanding role In offering these guidelines, we endeavor adhere underpinnings concept address methodological weaknesses extant empirical