Scaffolding Reading Instruction: Supporting All Readers with Grade-Level Text

In nearly every classroom, teachers support students with a wide range of reading abilities. Meeting these varied needs often requires adjusting instruction so all students can access the material. Unfortunately, a common response is to lower the complexity of the text or, in content-area classrooms, remove the text altogether and simply tell students the information they would have gained from reading it themselves. While this may seem like a fair way to ensure students are getting access to the curriculum, it is perpetuating the gap between striving readers and strong readers. In fact, the research shows that when we place students in more challenging material than they can read independently, but provide appropriate scaffolding, we can accelerate reading progress (Shanahan, 2011; Burns, 2007; Gickling & Armstrong, 1978; Sindelar, Monda, & O’Shea, 1990; Taylor, Wade, & Yekovich, 1985; Turpie & Paratore, 1995). This article explores scaffolding reading instruction and strategies teachers can implement.

What is scaffolding in reading?

Scaffolding in reading is the temporary support teachers provide to help students successfully read grade-level texts. For example, teachers might introduce vocabulary before reading, provide guiding questions while students read, or create opportunities for reflection afterward. Given the variability in our classrooms, some students require more support than others. Scaffolding comes in the moves we make before, during, and after reading that frontload key information or details, provide supportive reading engagement structures, or offer intentional opportunities for students to process what they’re reading to deepen their understanding.

The difference between differentiation and scaffolding

Scaffolding is not the same as differentiation. Differentiated reading instruction typically changes the task, text, or process students use, while scaffolding keeps expectations consistent and provides varying levels of support to help all students succeed. To strengthen students as readers, we should not simply give them different texts. Instead, we should adjust the supports we provide so they can engage successfully with more challenging texts.

Importance of scaffolding in reading

Research shows that students make greater reading gains when they engage with challenging texts. Striving readers may need some support at first, and scaffolding is a powerful way to increase access to grade-level text.

For example, if a classroom includes a small group of multilingual learners (MLLs) who will be reading a text about a goblin in an attic, a teacher might scaffold the text by introducing key vocabulary such as goblin and attic before reading. Using pictures and simple explanations can help students understand key ideas and make sense of the text. Even this small adjustment can make a difference, helping multilingual learners engage more fully and read with greater confidence. 

Without this type of support, students may be able to decode the words but may need additional help to understand the text’s meaning.

Understanding the components of reading comprehension

Before exploring specific scaffolding strategies, it’s important to understand the skills that contribute to reading comprehension. The Simple View of Reading framework describes decoding and language comprehension as skills that are necessary for reading comprehension (Gough & Tunmer, 1986). Scaffolding varies based on whether a student needs support with decoding, language comprehension, or both.

How to scaffold reading instruction

First, to scaffold reading, teachers must read the text in advance to identify what may be challenging to students. There are four factors to consider when thinking about text complexity:

1. Levels of meaning/purpose: Is there a single or multiple levels of meaning? Is there a stated or unstated purpose in the text?
2. Structure: Is it simple or complex? Does it use conventional structure?
3. Language conventionality: Does the text use everyday language or unconventional language (e.g., figurative, archaic, discipline specific)?
4. Knowledge demands: Is the text about common experiences? Does it have a single or multiple themes? Does it represent a single perspective or multiple perspectives?

Examining these four factors helps teachers determine which reading scaffolds will make the text more accessible to students. For example, if the text has a high knowledge demand because it is on a topic that students have little to no background about, then spending a few minutes building background on the topic would be a valuable scaffold.

Reading scaffolding strategies

Teachers can use a variety of scaffolding strategies before, during, and after reading to help students engage with challenging texts. Most of the evidence-based practices below focus on supporting language comprehension.

Examples of scaffolding in reading in context  

Let’s say we are preparing to have students read a text about tornadoes and our purpose for reading the text is to understand the dangers of tornadoes as well as how to stay safe.

Before reading the text, we may build background knowledge by watching a short video that shows tornadoes in action and the destruction they can cause.

Then, during the reading, we may have them fill out a two-column chart graphic organizer to record the effects of tornadoes and ways to stay safe.

After, students could then use the graphic organizer to write a short response about the destructive nature of tornadoes and effective ways to reduce potential harm. Together, these strategies give students the support they need to access the content and build deeper understanding.

Scaffolding by key reading skills

Different texts require different scaffolds based on the teacher’s instructional goals and students’ needs. Effective scaffolding intentionally reduces unnecessary cognitive load while building the knowledge, vocabulary, and fluency students need to succeed. The goal is to increase students’ access to and understanding of increasingly complex texts.

Research points to instructional practices that can significantly improve reading comprehension, particularly when they are explicit, strategic, and embedded within authentic reading experiences. The strategies below illustrate how teachers can provide purposeful scaffolds across key reading skills.

Building background knowledge to support reading comprehension

Knowing that one of the biggest influences on reading comprehension is background knowledge, this is one of the most fruitful places for teachers to incorporate intentional effort. Students’ experiences bring different levels of background knowledge around different topics. If students have some knowledge of the topic at hand, then using strategies that activate prior knowledge like a KWL chart or Anticipation Guide can be useful. But if students have little to no knowledge of the topic, then activating their knowledge will not be effective. Instead, teachers can spend 3–5 minutes building students’ background knowledge on the topic. This might include showing a short video, introducing key concepts with images, connecting the topic to something students already know, or using a simpler text on the same topic to build knowledge. Reading fluency alone cannot overcome a lack of knowledge when it comes to reading comprehension.

Vocabulary development

Being able to decode words is insufficient for understanding a text. Students also need to know what the words in the text mean. Teachers can scaffold the key terms in a text by explicitly teaching those words. They should choose words that are critical to understanding the text or that students are likely to encounter again. The instruction should include a student-friendly definition, use of the word in context with concrete examples, a non-linguistic representation, ample opportunities for students to practice saying the word, and a check for understanding like asking students to write a sentence using the word correctly. Keep in mind that research suggests that we must keep our explicit vocabulary instruction to 2–3 words at a time. Selecting the most important words for engaging in the day’s reading must be intentional.

Fluency

A powerful way to reduce cognitive load is to build students’ fluency. One way to do this is to have students read the text more than once. Repeated reading builds automaticity and allows students to focus more on meaning. The first reading might be done with a partner before whole-class instruction or by having students read along with an audio version. Simply reading the text a second time can reduce errors by up to 50%, which can significantly improve reading comprehension (Cahalan, 2003; Vaughn et al., 2022; Hock et al., 2017).

Independent reading

Research suggests that independent reading alone has limited benefits for striving readers. A more effective approach is strategic paired reading, in which a proficient and striving student work through a text together. Studies have found that this type of peer-assisted learning can help accelerate reading growth (Morgan et al., 2000; Brown et al., 2018).

Common mistakes in scaffolding reading

The most common mistake teachers make is over-scaffolding. Too much support can limit learning opportunities and create a false sense of understanding, with the teacher doing most of the cognitive work. Not every text requires scaffolding. Some texts cover topics students know well, allowing them to make sense of the text even if they have decoding difficulties. Scaffolding is also meant to be temporary and should be reduced over time. As the school year progresses, teachers should gradually remove supports so students can become more independent readers. The level of support provided at the beginning of the year should not be the same as at the end. Effective scaffolding provides just enough support for students to succeed while still requiring effort.

When to remove scaffolding

So, when should scaffolding be removed? There is no perfect answer. It often takes some trial and error as teachers gradually reduce supports and build students’ independence. For example, if a teacher has been using a paragraph frame to help students write summaries, it may be better to reduce the frame than remove it all at once. Instead of providing sentence starters for the introduction, details, and conclusion, the teacher might remove the introduction frame first and see how students respond. Over time, supports should be gradually removed so that, by the end of the year, students can independently write a summary paragraph.

The power of effective scaffolding

Effective scaffolding allows more students to engage with grade-level texts without lowering expectations. By providing just enough support and gradually releasing responsibility, teachers can help students build the knowledge, skills, and confidence needed to tackle increasingly complex reading on their own.

Read more about scaffolding literacy instruction and scaffolding for multilingual students:

The views expressed in this article are those of the author and do not necessarily represent those of HMH.

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See how HMH Into Reading® (Grades K–6) and HMH Into Literature® (Grades 6–12) deepen knowledge building with rich text sets and collaborative routines.

References

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Brown, L. T., Mohr, K. A. J., Wilcox, B. R., & Barrett, T. S. (2018). The effects of dyad reading and text difficulty on third-graders’ reading achievement. The Journal of Educational Research, 111(5), 541–553. https://doi.org/10.1080/00220671.2017.1310711

Cahalan, C. J. (2003). Oral reading fluency and optimal difficulty level in a literature-based reading curriculum. Fordham University.

Gickling, E. E., & Armstrong, D. L. (1978). Levels of instructional difficulty as related to on-task behavior, task completion, and comprehension. Journal of Learning Disabilities, 11(9), 559–566.

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104

Hock, M. F., Brasseur-Hock, I. F., Hock, A. J., & Duvel, B. (2017). The effects of a comprehensive reading program on reading outcomes for middle school students with disabilities. Journal of Learning Disabilities, 50(2), 195–212. https://doi.org/10.1177/0022219415618495

Morgan, A., Wilcox, B. R., & Eldredge, J. L. (2000). Effect of difficulty levels on second-grade delayed readers using dyad reading. Journal of Educational Research, 94, 113–119.

Shanahan, T. (2011). Rejecting instructional level theory. Shanahan on Literacy.

Sindelar, P. T., Monda, L. E., & O’Shea, L. J. (1990). Effects of repeated readings on instructional-and mastery-level readers. The Journal of Educational Research, 83(4), 220–226.

Taylor, N. E., Wade, M. R., & Yekovich, F. R. (1985). The effects of text manipulation and multiple reading strategies on the reading performance of good and poor readers. Reading Research Quarterly, 566–574.

Turpie, J. J., & Paratore, J. R. (1995). Using repeated reading to promote success in a heterogeneously grouped first grade. In K. A. Hinchman, D. J. Leu, & C. K. Kinzer (Eds.), Perspectives on literacy research and practice: Forty-fourth Yearbook of the National Reading Conference (pp. 255–263). Chicago: National Reading Conference.

Vaughn, S., Gersten, R., Dimino, J., Taylor, M. J., Newman-Gonchar, R., Krowka, S., Kieffer, M. J., McKeown, M., Reed, D., Sanchez, M., St. Martin, K., Wexler, J., Morgan, S., Yañez, A., & Jayanthi, M. (2022). Providing reading interventions for students in grades 4–9 (WWC 2022007). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/practiceguide/29