Empowering Students through Scaffolding: Enhancing Critical Reading and Text Analysis Skills

Syakirah Mohammed, Fathiyah Ahmad Ahmad Jali and Robekhah Harun
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Syakirah Mohammed: Academy of Language Studies, University Teknologi MARA Cawangan Kedah, Kampus Sungai Petani, Malaysia
Fathiyah Ahmad Ahmad Jali: Academy of Language Studies, University Teknologi MARA Cawangan Kedah, Kampus Sungai Petani, Malaysia
Robekhah Harun: Academy of Language Studies, University Teknologi MARA Cawangan Kedah, Kampus Sungai Petani, Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 10, 6616-6625

Abstract: Developing students' critical reading and text analysis skills is essential in today's information-driven society. However, many learners struggle with these competencies due to insufficient reading strategies, limited prior knowledge, and inadequate instructional support. Scaffolding, rooted in Vygotsky's Sociocultural Theory, offers a structured approach that enhances comprehension and analytical abilities by providing temporary, tailored assistance that gradually fades as students gain independence. This study explores the role of scaffolding in fostering critical reading skills, synthesizing relevant theoretical frameworks and empirical research to propose a comprehensive instructional model. Existing literature demonstrates that scaffolding strategies-such as guided reading, thinkalouds, and metacognitive support-significantly improve students' ability to engage with complex texts. However, gaps remain in understanding how scaffolding fosters higher-order critical analysis, particularly in digital and multimodal reading environments. Additionally, limited research addresses the long-term effects of scaffolding on students' independent learning. This paper introduces a conceptual framework integrating Vygotsky's Zone of Proximal Development, the Gradual Release of Responsibility Model, and Cognitive Load Theory to illustrate how scaffolding enhances deep textual engagement. The findings suggest that scaffolding not only improves comprehension but also cultivates analytical reasoning, metacognitive awareness, and learner autonomy. The implications highlight the need for differentiated scaffolding strategies to accommodate diverse learners, the integration of digital scaffolding tools, and the incorporation of scaffolding within innovative pedagogical models such as flipped classrooms. Future research should explore the role of AI-driven adaptive scaffolding and assess its long-term impact on critical literacy. By addressing these gaps, educators and policymakers can develop more effective instructional strategies that empower students as critical thinkers and lifelong learners.

Date: 2025
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