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The Metaphor of Scaffolding

Its Utility for the Field of Learning Disabilities

C. Addison Stone, PhD, is professor and head of the Learning Disabilities Program, Department of Communication Sciences and Disorders at Northwestern University. His research interests center on cognitive and language development in children with learning disabilities and specific language impairment, and on the social context of children' learning and development. Address: C. Addison Stone, Learning Disabilities Program, Department of Communication Sciences and Disorders, Northwestern University, 2299 North Campus Dr., Evanston, IL 60208-3560 (e-mail: a-stone@nwu.edu).

Over the past 20 years, an increasing number of psychologists and educators have used the notion of scaffolding as a metaphor for the process by which adults (and more knowledgeable peers) guide children's learning and development. The purpose of the present article is to provide a critical analysis of the scaffolding metaphor, with particular emphasis on its applications to the case of atypical learners. In the initial sections of the article, the origins and early applications of the metaphor are sketched. With this as background, criticisms of the metaphor raised by others are reviewed, and a proposal for an enriched version of the metaphor is presented. At the heart of the proposed revision is an emphasis on the communicational dynamics and conceptual reorganization involved in adult—child interactions. With an enriched metaphor as a frame, the next section reviews applications of the scaffolding metaphor to the study of parent—child interactions and teacher—student instructional activities involving children with learning disabilities. The strengths and limitations of this work are evaluated, and proposals are made for how to reap further benefits from applications of the scaffolding metaphor to analyses of the development and instruction of children with learning disabilities.

Journal of Learning Disabilities, Vol. 31, No. 4, 344-364 (1998)
DOI: 10.1177/002221949803100404


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