Scaffolding and Reading Comprehension: A Literature Review

Abstract

This literature review critically examined the role of scaffolding in enhancing reading comprehension among
English as a Foreign Language and English as a Second Language learners. Grounded in Vygotskian theory,
which posited that scaffolding provides temporary support enabling learners to perform tasks beyond their
current capabilities, the review aimed to synthesise findings from 17 past studies. The guiding research
questions included: What are the relevant past studies related to scaffolding and reading comprehension?
What were the interventions used? What insights can be drawn from the results? Methodologically, this review
involved a rigorous selection process, with studies chosen from the Scopus database based on their citation
rankings and relevance. The findings revealed a diversity of scaffolding techniques, including technological
scaffolding, collaborative learning, assessment-based interventions, and cognitive/metacognitive strategies.
While most studies reported positive outcomes, such as improved reading comprehension and reduced learning
anxiety, the effectiveness of these interventions was often influenced by contextual factors like learner
characteristics and task complexity. The discussion emphasised the need for future research to optimise
scaffolding techniques, particularly in technology-enhanced environments. This review contributed to the
existing literature by offering educators and researchers a comprehensive reference for understanding the
impact of scaffolding on reading comprehension. It underscored the importance of context-sensitive, adaptable
scaffolding strategies to meet the evolving needs of learners in diverse educational settings. Future
recommendations include exploring innovative scaffolding techniques and refining existing methods to enhance
their efficacy across different learning environments.