What is Instructional Scaffolding?
Instructional scaffolding is the process of breaking learning into chunks and providing a supportive structure to help students master each step. It’s responsive, temporary, and gradually removed as learners gain independence.
After all, “scaffolding is not just another teaching strategy. It is a fundamental part of teaching that supports student learning at all levels” (Vygotsky’s Zone of Proximal Development, 1978).
Why Leveled Texts?
Leveled texts are versions of the same content adjusted in complexity; Adaptive Reader’s editions make modifications to sentence length and vocabulary. They allow all students—regardless of reading level—to access the same core ideas and engage in rigorous thinking. “Providing students with accessible versions of complex texts can bridge the gap between their current reading ability and grade-level content” (Allington, 2002).
Why Multilingual Texts?
In addition to being able to read leveled texts, those levels can also be read in more than 30+ languages. Multilingual texts support emergent bilinguals by affirming their home language and improving comprehension. “When students see their home language represented in classroom materials, they are more likely to engage, persevere, and succeed academically” (García & Kleifgen, 2010). Dual-language materials also reinforce vocabulary and grammar in both languages.
Scaffolding Strategies Using Leveled and Multilingual Texts
1. Elementary (Grades K–5): Side-by-Side Read Alouds
Strategy: Use the Adaptive Reader app to display a side-by-side view of any editions of our texts. Read one side aloud, and then the other. To amplify accessibility, consider using side-by-side leveled editions, side-by-side languages, or any combination of the two.
Then, work with students to build a story map (characters, setting, problem, solution) using both images and key vocabulary. For another option, consider discussion questions that all students can respond to individually, in small groups, or as a whole class.
Using Adaptive Reader’s leveled and multilingual scaffolds allow all students—regardless of language proficiency or reading level—to access the story. Story mapping organizes thinking and builds comprehension, while multilingual word banks create inclusive, affirming experiences. Discussion questions can allow students to connect with the text and analyze its meaning.
2. Middle School (Grades 6–8): Jigsaw Reading with Leveled Text Sets
Strategy: Have students grapple with a challenging selection from a text of focus; encourage them to use different leveled versions or multilingual versions depending on their preferences and needs. In groups, learners can work together to synthesize and analyze their understanding or focus on a particular element of analysis.
This strategy meets each individual’s reading needs and encourages collaboration. It allows all learners to contribute meaningfully regardless of reading level.
3. High School (Grades 9–12): Text-Based Socratic Seminar with Scaffolded Prep
Provide multilingual or leveled versions of a complex text for pre-seminar reading. Preparing for active discussion and contribution is an important part of upper level coursework. Use graphic organizers, guiding questions, and small group prep to scaffold understanding before the discussion.
Affording access to content ensures equity of entry points so that learners can be prepared to discuss rigorous, grade-level content with their peers.
Conclusion
Scaffolding isn’t about simplifying learning—it’s about amplifying access. With leveled and multilingual texts, every student can climb toward deeper understanding with confidence.
Further Reading:
Vygotsky’s Zone of Proximal Development
Allington, R.L. (2002). "What I've Learned About Effective Reading Instruction"