This article defines the original concept of scaffolding as defined by Bruner, related to the notion of ZPD in Vygotsky. The study gives examples of the role talk can play in scaffolding students' learning. Maybin et al caution the reader that many factors need to be considered when undertaking an analysis of scaffolding.
Martin and Rose make reference to how genre based approaches have been hugely successful in Australian schools. They recognise that introducing a genre based approach causes problems in English language programs: how can knowledge and skills be effectively learnt and to teach this knowledge an skills. Advocating a top down approach in contrast to a traditional bottom up approach to language teaching, Martin and Rose discuss Rothery's model of deconstruction, joint construction and independent construction to illustrate how talk and dialogue can be used to successfully allow learners to become independent in reading and writing themselves.