What is scaffolding in reading instruction?

Scaffolding in reading instruction refers to the practice of providing students with varying levels of support as they learn new concepts or skills, and then gradually removing that support as they become more proficient. This approach acknowledges that learners often require assistance to reach higher levels of understanding and independence.

By beginning with significant guidance—such as modeling, prompting, or providing resources—teachers help students build a solid foundation of knowledge. As students demonstrate increased competence, the teacher systematically lessens the support, empowering learners to take charge of their reading and comprehension processes. This gradual shift from dependence to independence is essential in developing a student's confidence and ability to engage with texts autonomously.

When considering the other choices, they do not align with the principles of effective reading instruction. For instance, a permanent teaching method without student involvement would not allow for growth or adaptation based on students' evolving needs. Providing full independence from the beginning overlooks the fact that many students benefit from temporary support as they develop their skills. Finally, relying solely on traditional lecture methods is often too rigid and does not promote interactive or differentiated learning experiences necessary for effective scaffolding.