The use of scaffolding through think-alouds and reciprocal teaching in the teaching of reading comprehension to lower secondary students in two Singaporean schools

Date of Award


Degree Type


Degree Name

Doctor of Education


Faculty of Education and Arts

First Advisor

Dr Jeremy Pagram


This Portfolio examines the use of scaffolding through Think-alouds and Reciprocal Teaching in the teaching of reading comprehension to lower secondary students in two schools in Singapore. The researcher noticed while doing her research that where scaffolding in reading is conccrned, many books and articles tend to focus on children in kindergarten and primary schools. She felt that students in the secondary schools, especially those in the lower secondary, need scaffolding too. It is for this reason that this study focuses on scaffolding at the lower secondary level. In addition, it is quite common to see English Language teachers in secondary schools running out of scaffolding tools to use in their reading lessons. Therefore it is the aim of the researcher of this study to introduce the Think-aloud and Reciprocal Teaching methods to two groups of teachers in two different schools, and to find out how receptive these teachers are to the use of these two scaffolding tools.

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Paper Location