5. Students internalize the thinking processes apply the skill independently and generalize to other contexts
6.
7. “ Young children go beyond the literal, surface features of a text with purposeful, thoughtful instructional scaffolding” (Wollman-Bonilla, 1999). “ Teacher scaffolding creates a zone of proximal development” (Wollman-Bonilla, 1999).
8. Future research on the various forms of scaffolding will indicate which are the most significant for children’s growth as readers and response writers. (Wollman-Bonilla, 1999) SCAFFOLDING