In the context of reading instruction, what does "scaffolding" refer to?

Scaffolding in reading instruction refers to the practice of providing temporary support that enables students to achieve a higher level of understanding or skill than they would on their own. This concept is rooted in Vygotsky's social constructivist theory, where learners advance in their knowledge with the guidance and support of a more knowledgeable person, such as a teacher or peer.

By employing scaffolding techniques, educators can tailor their support to the individual needs of students, gradually withdrawing assistance as learners become more proficient. This approach not only helps students to grasp challenging concepts but also fosters their independence and confidence in their reading abilities.

Through effective scaffolding, the ultimate goal is to develop students' autonomy in reading, allowing them to apply skills and strategies independently in the future. Other options, such as constant assessment feedback, a competitive environment, or encouraging complete independence without support, do not embody the essence of scaffolding, which is fundamentally about guided support tailored to the learner’s current capabilities.