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

Authors :
Sakuna Noimaneewan
Darunaratchaburi Witaed Suksa School, Ratchaburi Province, Thailand
tbassakuna@gmail.com
 
Abstract :

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