A Fundamental Study on Educational Scaffolding for Development Reading Literacy

本研究旨在建构分析学生读者反应多方面的框架，阐明社会结构和个人配置与读者反应的关系，建立边学边交流的研究成果和读者反应理论对”阅读理解”发展的负担，学习与发展为发展”阅读理解”是以视觉材料为基础的，如后现代图画书和图画书的建构理论。此外，探讨策略教学作为理解”阅读理解”的脚手架的本质，同时以学习实践为理论指导，结合美国读书俱乐部的实践和策略教学对”阅读理解”的理解，根据各种学习需要提出进一步的支持措施培养建议。显示的前景，探讨了扫盲教育的需要”教练”的问题，通过考虑的车间文献，我教如何”教学的阅读”，成长”阅读识字”描绘的框架执行支持的发展。

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.