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The Consequences of Negative Scaffolding for Students Who Learn Slowly—-A Commentary on C. Addison Stone's "The Metaphor of Scaffolding

Its Utility for the Field of Learning Disabilities"

Andrew Biemiller, PhD, is a professor of human development at the Institute of Child Study, University of Toronto, Toronto, Canada. His current interests include self-regulation in education, the interaction of language and reading skills, and classroom applications of these areas.

Donald Meichenbaum

Donald Meichenbaum, PhD, is a professor of psychology (emeritus) at the University of Waterloo, Waterloo, Ontario, Canada, and consultant to a number of hospitals and boards of education. His current interests include self-regulation in education, cognitive behavior modification, and applications of these in schools and in treatment of patients with brain injury. Address: Andrew Biemiller, Institute of Child Study, University of Toronto, 45 Walmer Road, Toronto, Canada M5R 2X2.

In this commentary, we discuss the outcomes of effective scaffolding, the processes by which successful scaffolding works, and consider implications for children with learning disabilities or below-average academic progress. Scaffolding aims at transferring responsibility for task accomplishment from a competent person to a learner. In the context of children with educational problems, we explicate our view that current practices in many schools may result in a kind of reverse-scaffolding, preventing rather than encouraging transfer of responsibility for tasks.

Journal of Learning Disabilities, Vol. 31, No. 4, 365-369 (1998)
DOI: 10.1177/002221949803100405


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