Scaffolding Reading Comprehension Skills

Abstract

The current study investigates whether English language teachers use scaffolding strategies for developing their students' reading comprehension skills or just for assessing their comprehension. It also tries to demonstrate whether teachers are aware of these strategies or they use them as a matter of habit. A questionnaire as well as structured interviews were basically designed for the purpose of the study. The descriptive qualitative research design was adopted due to suitability for the nature of the study. Results of the study revealed that Non-native English language teachers are not aware of the nature of scaffolding strategies they use; they use such strategies for the purpose of assessing their students' comprehension rather than scaffolding their comprehension. It is recommended that English language teachers have an adequate orientation of the nature of scaffolding strategies, to what extent to be used (when to begin using these strategies and when to stop using them) and the significance in developing comprehension skills of students in the mainstream schools.

Enhancing Reading Comprehension of Junior High School Students Through Scaffolding Instruction

“…These results are consistent with the results of research conducted by Safadi and Rababah [6] stating that scaffolding instruction provide significant results on improving students' reading skills. It is also in line with Salem [7] arguing that the use of scaffolding strategy in the classroom teaching could improve the students' reading skills especially when teachers are getting more aware of the benefit to use scaffolding by communicating with learners as seen in the present study from the encouragement, promoting question, using reading guide, and relating with learners' experience (see questionnaire item numbers 8, 9, 10, and 11).…”

“…The students perception on the use of scaffolding instruction shows positive attitude which is relevant to the study of Dewi and Muzammil [11] focusing on one of the component on scaffolding strategy, using direct metacognitive strategy, make learners better readers and when teachers are getting more aware of the benefit to use scaffolding by communicating with learners [7]. Besides, learners in the present study enjoyed learning well, they looked very exciting and interested in the teaching learning process.…”

“…Based on the results of the study, it is known that this scaffolding method, if executed optimally and appropriately, can provide significant results on improving students' reading skills [6]. Second, research conducted by Salem [7] the effect of scaffolding on students' reading comprehension abilities. In contrast to previous studies, Salem's study is a descriptive qualitative study.…”

Language in science performance: do good readers perform better?

“…Consequently, reading comprehension and strategies to deal with difficulty-generating linguistic features should not only be taught in regular language classes, but should also be promoted in science education (or indeed throughout all classes). Providing instructional scaffolding techniques, for example, has been shown to be effective in improving students' reading comprehension (Huggins and Edwards 2011;Salem 2016). These instructional scaffolds work as a temporary guidance and support for students and are removed little by little over time, allowing students to acquire new skills and independence from their teachers, gaining freedom in their way of learning (Salem 2016).…”

Authentic Material to Improve Students’ Reading Comprehension at Senior High School Learners

“…Reading is complex active and process that involves (1) understanding written text, (2) developing and interpreting meaning, and (3) using meaning as appropriate to type of text, purpose, and situation (National Assessment Governing Board, 2012). This reading comprehension needs more than information of vocabulary and syntax, rather it requires the ability to recognize the particular nature of the text being conveyed (Atta & Safein, 2017). It was consider as a common skill that needs participation actively, interaction and participation of learners (Ghafar Samar & Dehqan, 2012).…”