respond to this with 250 and 2 apa citations and ask a question: Vygotsky's zone of proximal development (ZPD) illustrates that people can show/or utilize their higher-order thoughts, thinking skills,

respond to this with 250 and 2 apa citations and ask a question:

Vygotsky's zone of proximal development (ZPD) illustrates that people can show/or utilize their higher-order thoughts, thinking skills, or competence when encouraged, coached, or praised by mentors, instructors, and by others. In other words, it increases ones’ competence and confidence when they know they are being encouraged by others when performing a task. The assistance provided by all of the above is called scaffolding. 

An effective and skillful instructor can present assignments so that the challenge level is compatible with the students’ ZPD. The instructor can masterfully and sensitively scaffold the student toward great understanding and skill (Martinez, 2010). Scaffolding students can help them to become better achievers, build-up their confidence, tackle more difficult tasks, and can motivate them to succeed in whatever they desire. The most important thing that teachers can do is give the student clear instructions on what they are to achieve. An example of scaffolding a learner is something we have already discussed in this class. Chunking information for the student so they are able to absorb the information by pieces, steps, or chunks at a time to be able to succeed at the task. Scaffolding is a way to provide support for students by breaking learning down into manageable chunks as they progress toward stronger understanding and ultimately greater independence (Mulvahill, 2018). 

Based on the ways cognitive skills develop, there are ways teachers could use automaticity to develop students' reading comprehension. Automaticity is the ability to do some­thing without thinking about it and it occurs automatically, eventually, like second nature with practice. Automaticity is beneficial because it allows cognitive components to become autonomously independently active (Dewey, 2018). In the classroom, instructors can improve decoding fluency by providing training in alphabet decoding, whole-language instruction, and proper phonemic awareness. Balanced literacy is a more effective way to teach reading than any of the above approaches by themselves (Martinez, 2010). 

References 

Dewey, R. (2018). Automaticity. From https://www.psywww.com/intropsych/ch07-cognition/automaticity.html

 Martinez, M. E. (2010) Learning and cognition. The design of the mind. Upper Saddle River, NJ: Merrill 

Mulvahill, E. (2018). 10 Ways to Scaffold Learning. From  https://www.weareteachers.com/ways-to-scaffold-learning/