Assessing teachers’ knowledge and application of the scaffolding model for teaching reading comprehension: The case of new Juaben South Municipality

Abstract

This study seeks to assess teachers’ level of knowledge and application of the scaffolding model in teaching reading comprehension lessons at basic six within the New Juaben South Municipality of the Eastern Region of Ghana. Forty (40) public primary school teachers in the Ogua Circuit were purposively sampled for the study. The mixed methods sequential explanatory design was used to assess the knowledge and techniques of the scaffolding model in reading comprehension lessons. The quantitative data was gathered via a questionnaire, while the qualitative data was done using observation and interview techniques. The study finds, among other things, that teachers’ knowledge and application of the scaffolding model to reading comprehension lessons significantly influences learners’ attitude toward reading comprehension, though teachers still face some other difficulties while implementing the scaffolding concept. It is recommended that continuous Professional Development (PD) conferences, seminars, and workshops to acquaint teachers’ the more on the application of the model is imperative. Also, intensification of use of resources in engaging the model and increase allotted time for reading comprehension lessons in the classroom will enhance sustainability in reading among learners.