Theory and research have demonstrated the importance of teacher scaffolding to facilitate effective classroom conversations during shared book reading. When teachers scaffold conversations, young students can develop language skills more quickly. The authors describe a scaffolding framework and findings from research on how open‐ended questions provide the first step in facilitating extended conversations that adjust scaffolding upward and downward to match student responses. The authors then outline suggestions for how teachers can scaffold conversations during shared book reading.

中文翻译：

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提问只是第一步：使用上下脚手架

理论和研究表明，在共享阅读过程中，教师脚手架对促进有效的课堂对话的重要性。当教师为对话提供支撑时，年轻学生可以更快地发展语言技能。作者描述了一种脚手架框架，以及有关开放式问题如何为促进扩展对话的第一步提供了研究结果，这些对话可以向上和向下调整脚手架以适应学生的反应。然后，作者概述了一些建议，以帮助教师在共享阅读过程中如何安排对话。