Investigating the effect of scaffolding hypothesis on pre-, during, and post-reading strategies

Abstract EN

The current paper is concerned with the most important activity in studying a foreign language like English.

It is one of the learning skills of acquiring a language represented by the activity of reading comprehension.

Reading is often regarded as a direct way of teaching or learning a foreign language.

It is direct in the way students or readers receive and produce information from a written text.

The aim of the present study is to shed light on the old well known strategies of learning that shows how the process of reading is direct.

Those strategies are no more direct.

They are changed in the teaching and learning aspect in terms of applying the scaffolding hypothesis that turns the role of the teacher and the learner into an active, communicative and productive one.

The process of reading nowadays requires pragmatic abilities in order to communicate any written text with the teacher or other students.