Scaffolding Reading

Heavy Scaffolding

Reading Aloud and Shared Reading

• The teacher or a confident peer reads aloud while the pupil follows the text
• Use a reading ruler, coloured overlay or finger to track the text line by line
• Provide the text in advance so pupils can familiarise themselves with it before the lesson
• Offer audio recordings pupils can listen to while reading along

Pre-Teaching Vocabulary

• Identify and explicitly teach key vocabulary before reading begins
• Create a visual vocabulary display with words, definitions and images
• Use keyword cards pupils can refer to during reading
• Teach and display subject-specific terminology in context

Text Simplification and Adaptation

• Provide a simplified or abridged version of the text alongside the original
• Use symbol-supported texts (e.g. Widgit symbols) for pupils with severe reading difficulties
• Convert challenging sections into visual formats (diagrams, storyboards, comic strips)
• Enlarge text, adjust line spacing or change font to improve readability

Comprehension Support

• Break down metaphors, idioms and figurative language explicitly
• Provide a skeleton outline or summary of the text structure before reading
• Use graphic organisers such as story maps, character webs or plot diagrams
• Pause frequently to check understanding and clarify meaning

Alternative Formats

• Offer text-to-speech software or screen readers
• Provide video or audio versions of the content where available
• Allow pupils to access information through discussion or visual media rather than written text alone

Medium Scaffolding

Guided Reading

• Break the text into sections and give pupils advance notice of which part they will read
• Allow time for pupils to practise reading their section aloud beforehand
• Pause after each paragraph or section to discuss and clarify
• Use reciprocal reading strategies (predicting, questioning, clarifying, summarising)

Vocabulary and Language

• Complete keyword definitions or glossary activities before or during reading
• Highlight or underline challenging words pupils should focus on
• Provide fill-in-the-blank activities to check understanding of key terms
• Discuss tricky pronunciations and word meanings as they arise

Visual and Organisational Tools

• Display a timeline showing the sequence of events in the text
• Use a story mountain or plot diagram to track narrative structure
• Provide a character tracker or relationship map
• Offer graphic organisers for note-taking or summarising key points

Reading Buddies

• Pair the pupil with a confident reader who can offer support
• Use paired reading strategies where both read together, then the pupil continues alone
• Allow pupils to read aloud to an adult one-to-one in a quiet space

Comprehension Strategies

• Teach and model active reading strategies (highlighting, annotating, questioning)
• Use structured questioning to prompt thinking: "What happened?", "Why?", "What might happen next?"
• Encourage pupils to visualise scenes or ideas as they read

Light Scaffolding

Choice and Autonomy

• Allow pupils to choose which section they will read aloud
• Offer a choice of texts at different reading levels on the same topic
• Let pupils decide whether to read silently, aloud or with a partner

Pre-Reading Discussion

• Discuss key vocabulary and challenging pronunciations before reading begins
• Activate prior knowledge by asking: "What do you already know about this topic?"
• Preview the text structure (headings, subheadings, images) to set expectations

Higher-Order Questions

• Ask open-ended questions to encourage deeper engagement: "Why do you think...?", "What does this suggest about...?"
• Use Bloom's taxonomy to structure questions (analyse, evaluate, create)
• Encourage pupils to ask their own questions about the text

Resources and Tools

• Provide access to a dictionary or thesaurus
• Offer optional graphic organisers pupils can choose to use
• Display reading comprehension strategies as a visual reminder