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International Journal of Early Years Education Volume 9, 2001 - Issue 1
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Original Articles

Effects of Teachers' Verbal and Non-verbal Scaffolding on Everyday Classroom Performances of Students with Down Syndrome Effets du Soutien Verbal et Non Verbal des Enseignants sur les Performances Quotidiennes en Classe des E´le ¤ ves Trisomiques Efectos de 'Scaffolding' Verbal y No Verbal de los Profesores en las Actuaciones Cotidianas en las Clases de Estudiantes con el S´ L ndrome de Down

Xiao-Lei Wang
,
Ronan Bernas
&
Philippe Eberhard
Pages 71-80 | Published online: 21 Jul 2010

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Xiao-lei Wang & Raquel Plotka. (2018) Lending a helping hand for English-Chinese bilingual children’s idiom comprehension and retention: implications for early childhood educators. Early Years 38:3, pages 298-315.
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Suyeon Kim & Sookyung Cho. (2017) How a Tutor Uses Gesture for Scaffolding: A Case Study on L2 Tutee's Writing. Discourse Processes 54:2, pages 105-123.
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Keta R. Gass, J. Ryan Kennedy, Suzanne Hastie & Heidi McCardell Wentworth. (2013) Somatic assessment of nonverbal social skills in children with Down syndrome: Using the Kestenberg Movement Profile as a tool for treatment planning. Body, Movement and Dance in Psychotherapy 8:1, pages 17-33.
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Jana M. Iverson, Emiddia Longobardi, Katia Spampinato & M. Cristina Caselli. (2006) Gesture and speech in maternal input to children with Down's syndrome. International Journal of Language & Communication Disorders 41:3, pages 235-251.
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Xiao‐lei Wang , Ronan Bernas & Philippe Eberhard. (2004) Engaging ADHD students in tasks with hand gestures: a pedagogical possibility for teachers. Educational Studies 30:3, pages 217-229.
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