Scaffolding strategy and reading skill

Abstract

Education is constantly changing and that is why teachers must seek different strategies that guarantee students’ learning. This research will focus on the Scaffolding is a strategy to provide assistance, guidance and temporary support of the teacher towards students, making possible to develop different skills in an effective way. This research was a quasi-experimental study. A survey was applied to 36 students to know about their perception about Scaffolding. The treatment was applied to 22 students from sixth semester of “Pedagogía de los Idiomas Nacionales y Extranjeros” at Universidad Técnica de Ambato. It lasted one week with four interventions in total. First, it was necessary to take a survey to obtain data. After that, participants took a pre-test (KET reading section). Then, the 22 participants received some class presentations about Scaffolding strategy. The experiment with Scaffolding strategy ended with the application of a post-test. The reading skill was analyzed by an adapted rubric from Cambridge for the reading section. Finally, the obtained data was studied using the T-student statistical test. The results verified that Scaffolding strategy improved students' reading skill