Teachers’ Scaffolding Practices in Teaching Reading Comprehension at Eight Preparatory Schools in East Gojjam Zone: Grade 11 in Focus

Abstract

This study examined English teacher’s scaffolding practices on students’ reading comprehension skills in East Gojjam Zone Preparatory Schools, Ethiopia. Forty five preparatory English teachers participated in the study using purposive sampling technique. Questionnaire, interview and structured classroom observation checklists were used as data collecting instruments. The quantitative data were analyzed using frequencies, means and percentages whereas the qualitative ones were meta-explained. The quantitative and qualitative data indicated that English teachers had good awareness on how to practice their scaffold works in teaching reading comprehension. However, the actual classroom observation revealed that most English teachers (65%) did not practice their scaffold works while teaching reading comprehension. Moreover, other teachers (35%) did not give equal attention for all stages of reading while practicing their scaffold works. Therefore, it is recommended that training should be given to English language teachers that promote their practices on teaching reading lessons in English classrooms properly. Besides, it is recommended that a detailed future investigation and intervention be made in the area.