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Scaffolding Learning Activities for Reading Comprehension Skills Development of Reading-at-Risk Students at the Primary Level

Sakuna Noimaneewan
Darunaratchaburi Witaed Suksa School, Ratchaburi Province, Thailand

The study investigated the use of scaffolding learning activities to support selected primary school students identified as reading-at-risk. There were three objectives:  (1) to investigate the reading skills of primary school students in Darunaratchaburi Witaed Suksa School identified as having difficulty in comprehending English texts,  (2) to use a scaffolding approach to develop reading comprehension lessons,  and (3) to assess reading skills achievements of the participating students after using the  scaffolding approach. The subjects of this case-study-based research were six students at the Primary 3 level. The eight research tools were (1) a vocabulary pre- and post-test , (2) a comprehension pre- and post-test,  (3) five scaffolding vocabulary lessons, (4) five scaffolding comprehension lessons,  (5) a teacher-student  interaction observation tool,  (6) a student-student interaction observation tool,  (7)  a scaffolding approach observation tool,  and (8) a questionnaire on the teacher’s and students’ opinions toward the scaffolding approach.

The research results were (1) all students’ vocabulary knowledge improved after completing 5 of    the vocabulary scaffolding lessons; (2) all students’ reading comprehension improved after completing 5 of the reading comprehension scaffolding lessons. It should be noted that the subjects were able to achieve the target performance on vocabulary knowledge and reading comprehension after 1-4 repeated practices via the scaffolding approach. The results of classroom observation on teacher-student interactions  and student-student interactions were positive (Mean = 4.68, S.D. = 0.40; Mean = 4.57, S.D. = 0.50, respectively). The teacher’s and the students’ opinion of the scaffolding approach was correspondingly positive (Mean = 4.80, S.D. = 0.22; Mean = 4.72, S.D. = 0.39, respectively). These results promisingly support the use of the scaffolding approach with reading-at-risk learners at the primary level.

Keyword : Scaffolding learning activities, Scaffolding approach, English comprehension, At-risk-Students

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