Urganch state university the department of roman-german philology scaffolding strategies

THE LIST OF USED LITERATURE

1. 
   Bransford, J., Brown, A., & Cocking, R. (2000). How People Learn: Brain, Mind, and Experience & School. Washington, DC: National Academy Press.
   
2. 
   Chang, K., Chen, I., & Sung, Y. (2002). The effect of concept mapping to enhance text comprehension and summarization. The Journal of Experimental Education.
   
3. 
   Ellis, E., Larkin, M ., & Worthington, L. (No date). Executive summary of the research synthesis on effective teaching principles and the design of quality tools for educators. University of Alabama, AL. Retrieved November 11, 2002, from.
   
4. 
   Four-Stage Model of ZPD. (No date). North Central Regional Educational Laboratory. Retrieved October 12, 2002 from.
   
5. 
   Hartman, H. (2002). Scaffolding & Cooperative Learning. Human Learning and Instruction (pp. 23-69). New York: City College of City University of New York.
   
6. 
   Jaramillo, J. (1996). Vygotsky’s sociocultural theory and contributions to the development of constructivist curricula. Education.
   
7. 
   Lev Vygotsky Archive. (No date). Retrieved November 15, 2002, from.
   
8. 
   McKenzie, J. (2000). Scaffolding for Success.Beyond Technology, Questioning, Research and the Information Literate School Community. Retrieved October 12, 2002, from.
   
9. 
   Ngeow, K.K., &Yoon, S. (2001, October). Learning to learn: preparing teachers and students for problem-based learning. ERIC Digest. Retrieved October 20, 2002, from.
   
10. 
    Olson, J. and Platt, J. (2000). The Instructional Cycle. Teaching Children and Adolescents with Special Needs (pp. 170-197).
    
11. 
    Raymond, E. (2000). Cognitive Characteristics. Learners with Mild Disabilities (pp. 169-201).
    
12. 
    Social Development Theory. (No date). Retrieved November 3, 2002, from.