@misc{ghafarsamar2013sociocultural,
  abstract = {The focus of the present study was to investigate the possible effects of sociocultural-based teaching techniques on EFL learners reading comprehension. The basic purpose was to clarify how learners reading comprehension and strategy use could be affected by the types of teaching techniques and how high and low proficiency learners profited from the intervention. Iranian EFL students were used as the participants of the study. A NELSON language proficiency test, a researcher-made reading comprehension test and a reading strategy questionnaire (adopted from Phakiti, 2006) were used as data collection instruments. The results showed that the sociocultural teaching techniques leads to [...]},
  author = {Ghafar Samar, Reza and Dehqan, Mahmood},
  interhash = {6df89523c6ba818112c62f6851a334f7},
  intrahash = {a70ffbd77bd5a3adc5331459129eb5d8},
  month = {1},
  title = {Sociocultural theory and reading comprehension: The scaffolding of readers in an EFL context},
  uniqueid = {edsbas.ftdoajarticles.oai.doaj.org.article.78ceac6778d84f629f76bb6c8be4dfed|edsbas},
  year = 2013
}

@article{ghafarsamar2013sociocultural,
  abstract = {The focus of the present study was to investigate the possible effects of sociocultural-based teaching techniques on EFL learners reading comprehension. The basic purpose was to clarify how learners reading comprehension and strategy use could be affected by the types of teaching techniques and how high and low proficiency learners profited from the intervention. Iranian EFL students were used as the participants of the study. A NELSON language proficiency test, a researcher-made reading comprehension test and a reading strategy questionnaire (adopted from Phakiti, 2006) were used as data collection instruments. The results showed that the sociocultural teaching techniques leads to better reading comprehension and reading strategy use for EFL learners. Also shown that proficiency factor played a determining role in reading comprehension development of the two groups of this study and that the low proficiency learners, especially in sociocultural group, outperformed the high proficiency learners. However, the interaction effect between proficiency factor and teaching method was non-significant for reading strategy use; leading to the conclusion that strategy use of the learners was not affected by their proficiency level. This indicates that the patterns of cognitive and metacognitive strategy scores are similar for students of low and high proficiency.},
  author = {Ghafar Samar, Reza and Dehqan, Mahmood},
  interhash = {6df89523c6ba818112c62f6851a334f7},
  intrahash = {4d3615aea1143328117243e26e4ab2b5},
  journal = {International Journal of Research Studies in Language Learning, Vol 2, Iss 3, Pp 67-80 (2013)},
  month = {1},
  number = 3,
  title = {Sociocultural theory and reading comprehension: The scaffolding of readers in an EFL context},
  uniqueid = {edsdoj.78ceac6778d84f629f76bb6c8be4dfed|edsdoj},
  volume = 2,
  year = 2013
}

@article{bhooth2014scaffolding,
  abstract = {The role of the students’ mother tongue (L1) in the ESL/EFL classroom has been an on-going debate recently. A monolingual approach suggests that the use of the target language solely in L2 classroom increases the learning of the target language. However, this research is motivated by studies that suggest the use of L1 in ESL/EFL classroom facilitates rather than impedes target language learning. This paper examines the use of L1 in the EFL reading classroom in a University in Yemen. A mixed method design was employed and data were collected from a sample of 45-Yemeni students studying English as a Foreign Language at the university. The quantitative data was collected through a questionnaire, while qualitative data was gathered using semi-structured interviews guided by the research objectives. The findings reveal that the students perceive the use of Arabic (L1) as functional strategy in their EFL (L2) classrooms and that it is used to serve a number of purposes: to translate new words, to define concepts, to give some explanations and to help each other in their groups. The discussion of the findings concludes that L1 can be used as a scaffolding strategy by students in facilitating their learning and can be used as a pedagogical tool by the teacher to enhance learning experience as well as maximize engagement in the classroom.},
  author = {Bhooth, Abdullah and Azman, Hazita and Ismail, Kemboja},
  interhash = {a53e6f24f62ece22a04c1a577e6c4115},
  intrahash = {901dfeb87d191bdc8a9cd8beffff4779},
  journal = {Procedia - Social and Behavioral Sciences},
  month = {3},
  title = {The Role of the L1 as a Scaffolding Tool in the EFL Reading Classroom},
  uniqueid = {S1877042814015419|edselp},
  volume = 118,
  year = 2014
}

@misc{khosravi2017symmetrical,
  abstract = {This study seeks to investigate the impact of symmetrical (S) and asymmetrical (AS) scaffolding, which are two types of scaffolding, on advance students' reading comprehension. Forty advance Iranian EFL learners participated in this study. The participants were both male and female students with an average age of 21 with almost the same educational facilities and physical conditions in the academic year 2015-2016. They were randomly divided into control and experimental groups. Each group had 20 students. Classes were taught by two different teachers. Each of the teachers has two classes (one symmetrical and one asymmetrical). After administering a Pre-test, they [...]},
  author = {Khosravi, Somayeh Khajeh},
  interhash = {91999d7905566d6d12794962ed71e056},
  intrahash = {f734468a065e2e6c6968784e44db2e73},
  month = {3},
  title = {SYMMETRICAL AND ASYMMETRICAL SCAFFOLDING IN ENGLISH READING COMPREHENSION OF IRANIAN EFL LEARNERS},
  uniqueid = {edsbas.ftjejesojs.oai.ojs.edu.oapub.org.article.596|edsbas},
  year = 2017
}

@misc{smit2017classroom,
  abstract = {An important goal of educational research is to find out which teaching practices are effective in promoting students' learning. In order to assess these practices, adequate observation instruments are needed. Existing observation schemes for language teaching are not suitable to gauge which teaching strategies scaffold EFL reading comprehension in particular and language learning in general. Therefore, we developed a new instrument: the English Reading Comprehension Observation Protocol. The focus of the instrument is on the role of the EFL teacher who helps students to move from learning to read to reading to learn in English. We conducted a generalizability study in order to establish the instrument's reliability. Twenty lessons taught by five experienced teachers were recorded and observed by five experienced teacher educators. The results of the generalizability study, in which we disentangled sources of variance, show that a large proportion of the variance can be attributed to differences between the teachers. This shows that the instrument has a high reliability and can help teachers identify their strengths and room for development. The instrument takes the form of a checklist and is easy to use for professional development purposes.},
  author = {Smit, Nienke and Van de Grift, Wim and De Bot, Kees and Jansen, Ellen},
  interhash = {d5c546f282511a21c60dc279961f857f},
  intrahash = {89f8268e9af97a984986f5a6bea1a68d},
  journal = {System},
  month = {4},
  title = {A classroom observation tool for scaffolding reading comprehension},
  uniqueid = {edsgcl.486389333|edsgao},
  volume = 65,
  year = 2017
}

@misc{mckenzie2011scaffolding,
  abstract = {English language learners (ELLs) spend a majority of their instructional time in mainstream classrooms with mainstream teachers. Reading is an area with which many ELLs are challenged when placed within mainstream classrooms. Scaffolding has been identified as one of the best teaching practices for helping students read. ELL students in a local elementary school were struggling, and school personnel implemented scaffolding in an effort to address student needs. The purpose of this mixed methods study was to examine how personnel in one diversely populated school employed scaffolding to accommodate ELLs. Vygotsky's social constructivist theory informed the study. Research questions were designed to elicit the teachers' perceptions related to the use of scaffolding for ELLs and to examine the impact scaffolding had on ELLs reading performance. The perceptions of 14 out of 15 participating teachers were investigated via focus group interviews that were transcribed. Observation data were gathered to determine teachers' use of particular strategies. Hatch's method for coding and categorical analysis was used. Emerging themes included "background knowledge," "comprehension" and "evaluation." Participating teachers felt scaffolding strategies were crucial for building a solid foundation for ELL academic success. Pre and posttest scores in reading of 105 ELLs were analyzed using a paired samples t test. There were statistically significant gains in 13 of 15 performance indicators over the 3-month cycle of instruction. Implications for social change include strategies for classroom teachers and their administrators concerning scaffolding reading instruction with ELLs in order to help these students increase their reading performance levels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]},
  author = {McKenzie, Lolita D.},
  interhash = {fe7d7642636e567b3cf5849b1f2a7e6a},
  intrahash = {978f317bca6298ff7bd03edd736b8981},
  journal = {ProQuest LLC},
  month = {1},
  title = {Scaffolding English Language Learners' Reading Performance},
  uniqueid = {ED536391|eric},
  year = 2011
}