Panel 1:

Academic English
Mini Conference

Exploring Interactional
Affordances of Scaffolding
Strategies in Parent-Child
Dialogic Reading

Presented By: Noah Namwamba

 目 录
TABLE OF CONTENTS 01-Introduction 02-Methodology

目录  Definition of Key
Terminologies
 Participants
 Procedure
 Background of Study
CONTENTS  Brief Literature Review
 Why this Phenomenon?
03-Data Analysis 04-Discussion &
Conclusion

 Researcher’s Analysis  Study Outcomes

 Lessons & Contributions
Definition of Key Terminologies
Scaffolding
 Derived from the broad array of
socio-culturally oriented studies
 Forms of adaptive support
provided to learners (Hardy et
al., 2019)
 Scaffolding strategies; concrete
ways in which educators support
children's language, learning and
joint understanding during
dialogic exchanges,(Rogoff, 2008)
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Dialogic Reading
 Reading process where children
share the reading of a book, or a
story, with an adult
 Evidence-based approach
applying strategic and structured
prompts to promote children's
verbalization, participation, and
comprehension (Chow et al.,
2008; Lever & Sénéchal, 2011;
Pillinger & Wood, 2014)
Definition of Key Terminologies
Interactional
Affordances
 Concept of affordance
in relation to sociocultural theory;
 Action & interaction are
afforded by powerful socially &
culturally constructed
conventions, rules & behavioural
norms, implicitly or
explicitly governing the activity.
 Cultural and social context of
the activity setting effectively
mediates affordance for
children’s actions
Waters (2017)
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Rich
Conversations
 Sustained shared dialogue
 Afford children opportunities
to express their thoughts and
ideas (expressive language
skills) ;
 Also hear and comprehend
complex and varied language
(receptive language skills)
Shared Book
Reading(SBR)
 Culturally and historically
situated practice where an
adult mediates the child’s
engagement with the book
(Pesco and Gagne, 2017)
 Dialogic reading, an
interactive approach to SBR
originally developed by
Whitehurst and colleagues
(Lonigan & Whitehurst, 1998)
 Introduction
 A growing corpus of studies indicates that educators’ effortful use of scaffolding strategies that
promote learning & developmental processes, along with an acknowledgement of individual &
contextual demands, are vital in steering and maximising the power of dialogic exchange
(Alexander, 2018; Muhonen et al., 2016; Rojas-Drummond et al., 2013)

 Studies reveal that the affordances for dialogic exchange vary according to the type of activity,
prompting that educators may use language and scaffolding in a more effective manner throughout
some activities (Degotardi et al., 2018; Gmitrova & Gmitrov, 2003; Slot et al., 2016)
Background of Study
Background of Study

 Dialogic reading (or co-reading) is a comprehension activity

scaffolded by an adult who poses questions and prompts to children
while looking at the pictures or illustrations in the storybook

 During SBR between adults and children, dialogic reading practices

have evidently supported children’s language and literacy
development (Wasik & Bond, 2001)

 Based on Vygotsky’s concept of Zone of Proximal Development

(ZPD), children have to be active through responding to adults’
questions during dialogic reading. (Vygotsky, 1980)

 Skilful use of scaffolding strategies can increase the duration and

depth of dialogic exchange eventually providing support for the
development of children's participation and create a deeper
understanding of the explored topic.(Gillies, 2016)
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Literature Review

 SBR interactions support young children's language and

communicative development (Rowe, 2012; Wasik, Hindman, and
Snell, 2016)

 SBR provides a context where parent-child dyads can engage in

verbal and nonverbal interactions such as question-answer
exchanges (Rowe, Leech, and Cabrera, 2017)

 Crafting rich conversational experiences for children is a strategic

way to nurture their learning and wellbeing (OECD, 2020; Shonkoff
& Phillips, 2000)

 Affordances for dialogic exchange (reading or interaction) are

shaped not only by the contextual or situational preconditions , but
also by the educators' scaffolding strategies

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Rich conversation framework: Contextual drivers
and relational actions ( Houen et al., 2022)
Current Study

Why is it important?
Focus
 Exploring the scaffolding strategies used by
parent-child dyads
Understand the
 Understanding how Dialogic Reading can enhance
interplay between
rich conversations with children
 Studying Multimodal perspectives as interaction,
Dialogic Reading,
meaning-making and narrative interpretations in Interaction and
an SBR event involve the integration of multiple Scaffolding
semiotic modes (e.g. gesture, facial expression, Strategies in Parent-
gaze, spoken language, enactments, intonation, Child dyads
pace etc.)

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Methodology

Participants
3-year old pre-schooler

Procedures Method
Qualitative study that adopted naturalistic Conversational Analysis of home-
multimodal data collection techniques recorded videos

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 Data Analysis
Educator scaffolding strategies Child’s reactions and initiations
 Uses rich and descriptive vocabulary  Listens actively
 Steers children’s thoughts towards more  Engages eagerly to activity
abstract goals beyond, but related to,  Responds to parent verbally and through
SJTU
concrete activity performing actions /enactment
 Poses open-ended questions (what? and how?)  Makes sophisticated guesses
 Invites child to find something’  Produces remarks relevant to the questions
 Provides hints related to the child’s posed
experiences

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Discussion

 Use of questions and pointing gestures were

mainly what parents use during book reading
with their toddlers
 Toddlers' elicited and spontaneous
communicative interactions influenced a
great extent through enactment
 Evident relationship between parental input
and parent-child dyad’s rich conversations
 Parents pairing their label questions with
SJTU pointing helped scaffold children's
involvement in the book reading activity

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 Discussion
 These associations imply the mutual
influence of information exchange
between parents and children during
SBR and highlight parents' use of
pointing as a scaffolding tool with
which parents can facilitate children's
participation by establishing a
common understanding of the book
content (Vygotsky, 1978)
 Conclusion
 Relationship between child characteristics such as language skills,
attention, and interest and children's spontaneous communicative
interactions during book reading (Karrass, VanDeventer, and
Braungart-Rieker,2003; Reese and Cox, 1999)

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 Conclusion
 Interactions are relational.
 They occur in real-time and are influenced by parent’s beliefs
about young children, parent’s knowledge, the child, and the
environment (Degotardi & Gill, 2019; Justice et al., 2013;
Schachter et al., 2016).
 Particular strategies can be effective in engaging children in rich
conversations, they are not formulaic.
 They are dependent on adult’s ongoing responsiveness (e.g.,
strategy selection)
Conclusion  Three relational actions, which are
accomplished through adult-child
interaction are essential components of
rich conversations: Initiating,
responding, and collaborating (IRC).
 Initiations work to create spaces for a
child’s contributions.
 Responding actions help sustain the
conversation, and collaboration implies
the learning environment is not
hierarchical but one where children
and adults work together.
 Dialogic Reading provides a platform
for the rich conversations and
interactivity to happen
Thank You
for
Listening