Page | 34 Appendix A: Research background The eCectiveness evidence framework presented above oCers a comprehensive and detailed analysis of research aligned with the product claims. In addition, we are providing here a review of critical research contributions to the underlying development of Bridges in three important areas underpinning the program: motivation and engagement, scaColded instruction, and the interaction of language and literacy in the classroom. Importance of motivation and engagement. In a classroom setting, complex emotional and motivational factors come into play as students strive to develop language. Krashen (1982) referred to this as the “aCective filter.” When the aCective filter is high, students may experience anxiety, self-consciousness, boredom, annoyance, or even alienation. When the aCective filter is low, students experience less anxiety and are actively bridged. Current research continues to support motivation and engagement as key to literacy development for adolescents (Wilkinson 2020). Bridges is structured to create environmental and pedagogical supports that engage students in the simultaneous learning of language and content in an engaging and welcoming manner. Meaningful tasks for students with disabilities and neurodiverse learners, along with amplifications for learners who would benefit from additional challenges (including gifted students), are included in every unit. ScaBolded instruction. Systemic supports are needed in order to support the complex, nonlinear process of literacy development. With scaColded instruction in literacy, the educator supports students at a level just beyond what they are able to achieve on their own. Vygotsky (1978) called this the “zone of proximal development” (ZPD). Current research building upon the ZPD emphasizes the importance of scaColds across the language domains. For example, the American Institutes for Research Center for English Language Learners (2018) disseminated research noting that scaColding is crucial in language acquisition and literacy and is in alignment with recommendations for MLs when using strategies based on the Science of Reading. They suggest adding visuals, gestures, examples, graphic organizers, and sentence frames. Bridges incorporates the foundational research and progressive models designed to meet the needs of students developing literacy skills. The research is translated into strategies that function in a cohesive and consistent manner, focusing on the desired result of increased language and literacy development. In this way, Bridges provides a path to academic success.
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