Scaffolding Reading Strategies and Reading Performance of Senior High School Students

Abstract

This study examined the level of utilization of scaffolding reading strategies by English teachers and its relationship with the level of reading performance of Senior High School (SHS) students in understanding informational texts. Specifically, it focused on two categories of scaffolding strategies: planned scaffolding, which includes Semantic Mapping, Concept Definition Mapping, Frayer Model, and Anticipation Guide; and interactional scaffolding, which includes Concept Question Chain, Reciprocal Teaching, and SQ3R. The descriptive-correlational research design involved 200 SHS students and their English teachers. Data were gathered using teacher self-assessment tools and a researcher-made reading test assessing students’ ability to select and organize information, identify properties of well-written texts, and make connections between text and context. Findings revealed that both planned and interactional scaffolding strategies were utilized, with some strategies rated as highly utilized. Students demonstrated high levels of reading performance in informational texts. However, correlation results indicated no statistically significant relationship between the levels of teachers’ utilization of scaffolding strategies and students’ reading performance. Despite the absence of statistical significance, a comprehensive reading intervention program was designed, integrating digital literacy and stakeholder involvement to provide additional scaffolds for learners. The program aims to enhance comprehension by promoting interactive and technology-supported learning environments. The study concludes that the success of scaffolding strategies in improving reading comprehension is influenced by multiple factors such as implementation fidelity or consistency, student engagement, and collaborative support. It recommends continuous teacher training, incorporation of digital tools in reading instruction, and active engagement of peers, parents, and the community as support systems.