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.
This article describes how scaffolding can be successful and goes into conclude that there are 6 key ingredients for scaffolding learning: recruitment, reduction in the degree of freedom, direct maintenance, marking for critical features, frustration control, demonstration