Scaffolding and Reading Comprehension: A Literature Review

Abstract

This literature review critically examined the role of scaffolding in enhancing reading comprehension amongEnglish 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 theircurrent capabilities, the review aimed to synthesise findings from 17 past studies. The guiding researchquestions 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 reviewinvolved a rigorous selection process, with studies chosen from the Scopus database based on their citationrankings and relevance. The findings revealed a diversity of scaffolding techniques, including technologicalscaffolding, collaborative learning, assessment-based interventions, and cognitive/metacognitive strategies.While most studies reported positive outcomes, such as improved reading comprehension and reduced learninganxiety, the effectiveness of these interventions was often influenced by contextual factors like learnercharacteristics and task complexity. The discussion emphasised the need for future research to optimisescaffolding techniques, particularly in technology-enhanced environments. This review contributed to theexisting literature by offering educators and researchers a comprehensive reference for understanding theimpact of scaffolding on reading comprehension. It underscored the importance of context-sensitive, adaptablescaffolding strategies to meet the evolving needs of learners in diverse educational settings. Futurerecommendations include exploring innovative scaffolding techniques and refining existing methods to enhancetheir efficacy across different learning environments.