This study seeks to investigate the impact of symmetrical (S) scaffolding on advance students' reading comprehension. Twenty advance Iranian learners participated in this study. The participants were both male and female students with an average age of 21. They were taught by symmetrical scaffolding. Before administering a Pre-test was administered to them. At the end of the study, a Post-test was administered, and its results were analyzed through t-test. The results indicated that S scaffolding has significant effect on learners' performance in reading comprehension.
| Published in | International Journal of Psychological and Brain Sciences (Volume 2, Issue 4) |
| DOI | 10.11648/j.ijpbs.20170204.12 |
| Page(s) | 95-99 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Scaffolding, Symmetrical Scaffolding, The Zone of Proximal Development
| [1] | Gibbons, P. (2002). Scaffolding language, scaffolding learning. |
| [2] | Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Ernst Klett Sprachen. |
| [3] | Hammond, J., & Gibbons, P. (2005). Putting scaffolding to work: The contribution of scaffolding in articulating ESL education. |
| [4] | Khodamoradi, A., Iravani, H., & Jafarigohar, M. (2013). The Effect of Teacher's Scaffolding and Peers' Collaborative Dialogue on the Acquisition of English Tenses in the Zone of Proximal Development: A Sociocultural Perspective. European Online Journal of Natural and Social Sciences, 2 (2s), 336. |
| [5] | Magno, C. (2010). The effect of scaffolding on children’s reading speed, reading anxiety, and reading proficiency. TESOL Journal, 3, 92-98. |
| [6] | Nassaji, H., & Swain, M. (2000). A Vygotskian perspective on corrective feedback in L2: The effect of random versus negotiated help on the learning of English articles. Language awareness, 9 (1), 34-51. |
| [7] | Poorahmadi, M. (2010). The effect of employing scaffolding strategies and classroom tasks in teaching reading comprehension. The Journal of TEFLL, 1(3). |
| [8] | Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G.,... & Soloway, E. (2004). A scaffolding design framework for software to support science inquiry. The journal of the learning sciences, 13 (3), 337-386. |
| [9] | Sharpe, T. (2006). ‘Unpacking’scaffolding: Identifying discourse and multimodal strategies that support learning. Language and Education, 20 (3), 211-231. |
| [10] | Szymańska, A., & Kaczmarek, A. W. (2011). Reading efficiency in blended learning context. Teaching English with technology, 11(2), 29-42. |
APA Style
Somayeh Khajeh Khosravi. (2017). The Effect of Symmetrical Scaffolding on the Reading Comprehension of Iranian EFL Learners. International Journal of Psychological and Brain Sciences, 2(4), 95-99. https://doi.org/10.11648/j.ijpbs.20170204.12
ACS Style
Somayeh Khajeh Khosravi. The Effect of Symmetrical Scaffolding on the Reading Comprehension of Iranian EFL Learners. Int. J. Psychol. Brain Sci. 2017, 2(4), 95-99. doi: 10.11648/j.ijpbs.20170204.12
AMA Style
Somayeh Khajeh Khosravi. The Effect of Symmetrical Scaffolding on the Reading Comprehension of Iranian EFL Learners. Int J Psychol Brain Sci. 2017;2(4):95-99. doi: 10.11648/j.ijpbs.20170204.12
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ijpbs.20170204.12,
author = {Somayeh Khajeh Khosravi},
title = {The Effect of Symmetrical Scaffolding on the Reading Comprehension of Iranian EFL Learners},
journal = {International Journal of Psychological and Brain Sciences},
volume = {2},
number = {4},
pages = {95-99},
doi = {10.11648/j.ijpbs.20170204.12},
url = {https://doi.org/10.11648/j.ijpbs.20170204.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijpbs.20170204.12},
abstract = {This study seeks to investigate the impact of symmetrical (S) scaffolding on advance students' reading comprehension. Twenty advance Iranian learners participated in this study. The participants were both male and female students with an average age of 21. They were taught by symmetrical scaffolding. Before administering a Pre-test was administered to them. At the end of the study, a Post-test was administered, and its results were analyzed through t-test. The results indicated that S scaffolding has significant effect on learners' performance in reading comprehension.},
year = {2017}
}
TY - JOUR T1 - The Effect of Symmetrical Scaffolding on the Reading Comprehension of Iranian EFL Learners AU - Somayeh Khajeh Khosravi Y1 - 2017/07/07 PY - 2017 N1 - https://doi.org/10.11648/j.ijpbs.20170204.12 DO - 10.11648/j.ijpbs.20170204.12 T2 - International Journal of Psychological and Brain Sciences JF - International Journal of Psychological and Brain Sciences JO - International Journal of Psychological and Brain Sciences SP - 95 EP - 99 PB - Science Publishing Group SN - 2575-1573 UR - https://doi.org/10.11648/j.ijpbs.20170204.12 AB - This study seeks to investigate the impact of symmetrical (S) scaffolding on advance students' reading comprehension. Twenty advance Iranian learners participated in this study. The participants were both male and female students with an average age of 21. They were taught by symmetrical scaffolding. Before administering a Pre-test was administered to them. At the end of the study, a Post-test was administered, and its results were analyzed through t-test. The results indicated that S scaffolding has significant effect on learners' performance in reading comprehension. VL - 2 IS - 4 ER -
Information
Email: