A Fundamental Study on Educational Scaffolding for Development Reading Literacy

本研究旨在构建分析S学生多方面读者反应的框架，阐明社会结构与个人结构和读者反应之间的关系。在构建理论的同时学会交流研究成果和读者反应理论，为“阅读理解”的发展提供理论包袱，为“阅读理解”的学习和发展提供一个基于后现代图画书、图画书等视觉素材的建构理论。此外，探讨了作为理解“阅读理解”的脚手架的策略教学的性质，同时学习实践指导理论和研习班实践以及策略指导书社对美国“阅读理解”的理解，根据学习的多样性需要进一步采取措施进行支持培养的建议。展示了展望，探讨了扫盲教育中需要“辅导”的问题，通过对研讨会文献的考虑，我教会了如何“阅读教学”，以培养“阅读素养”，描绘了一个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.