A Fundamental Study on Educational Scaffolding for Development Reading Literacy

本研究旨在建构一个分析学生阅读者反应的框架，以阐明社会结构与个人配置与阅读者反应之间的关系。边学边建理论以交流研究成果和读者反应理论为“阅读理解”的发展带来负担，边学边发展为“阅读理解”的发展提供了基于视觉材料，如后现代绘本绘本而构建的理论。此外，探讨了策略教学作为理解“阅读理解”的脚手架的本质，同时学习实践的主导理论和工作坊实践以及策略教学对“阅读理解”的理解，并根据各种学习需要进一步提出措施支持的培育建议。通过对研讨会文献的思考，探讨了我所教授的如何“教学阅读”、如何培养“阅读素养”的执行支持框架的发展。

The purpose of this study was to construct the framework for analyzing many aspects of student' s reader responses, to elucidate the relationship between social structure and personal configuration and reader reaction.To build theory while learning to exchange research results and reader response theory of a burden for the development of" reading comprehension", learning and development for the development of" reading comprehension" was based on visual material, such as post-modern picture book picture books and to construct a theory. In addition, explore the nature of strategy instruction as a scaffolding of understanding of" reading comprehension" while learning to practice leading theory and workshop practice and strategy instruction book club understanding of the United States," reading comprehension", depending on the variety of learning needs further measures to support the proposals for fostering. Shows the outlook for that explores the issue of the need for" coaching" in literacy education, through the consideration of the workshop literature, that I teach how to" teaching of reading," to grow" Reading Literacy" depicting the development of a framework for performing support.