Sociocultural Scaffolding as a Means Toward Academic Self-Regulation: Paraeducators as Cultural Brokers

Abstract

One of the major developments in both general and special education has been the "cognitive revolution" and its impact on instructional practice. While perceptual-motor training and related "ability training" models predominated in earlier special education interventions (Meyers & Hammill, 1990), research failed to substantiate their impact on academic achievement (Arter & Jenkins, 1979; Kavale & Forness, 1985). Subsequently, this "ability training" perspective has been replaced by a cognitive orientation to learning that is now increasingly dominant in both general and special education. The reason for the increased influence of the cognitive model in special education practice is the realization that many of the learning problems that characterize students with mild learning disabilities are due to problems in the use of learning strategies and self-regulation (Brown, 1978; Brown, Armbruster, & Baker, 1986; Brown & Campione, 1986). Contemporary cognitive psychology focuses on the cognitive processes that learners use to actively make sense of incoming information. More specifically, this perspective focuses on an individual learner's use of strategies for problem solving, his or her metacognitive awareness about when, where, and why to use specific strategies, strategies for self-monitoring, how the individual stores and uses background knowledge, and motivational factors (especially beliefs) that impact learning (Gagne, Yekovich, & Yekovich, 1993; Pressley & McCormick, 1995). The impact of this perspective on the education of students with mild learning disabilities has been substantial (Graham & Harris, 1993; Reid, Hresko, & Swanson, 1996). Students with mild learning problems have been shown to be passive, nonstrategic learners with poor self-monitoring and an often inadequate store of background knowledge. As a result, various interventions have been developed that focus on one or more of these specific aspects. These powerful interventions emphasize the active construction of knowledge and meaning, with a goal of self-regulation, to address poor academic achievement. An example of a successful intervention from this orientation is the reciprocal teaching method for reading comprehension instruction described by Palincsar and Brown (1986). Using explanations and modeling, four strategic activities were taught to groups of