ER
Hierarchical Construction of Learning Scaffolds in Whole-book Reading in Middle Schools: Connotation, Current Situation, and Enhancement Strategies
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Abstract
With the rapid development of society, the education sector is increasingly emphasizing the cultivation of students’ comprehensive qualities. In the practice of whole-book reading teaching in middle schools, how to systematically foster students’ reading literacy to enhance their autonomous learning ability and problem-solving skills has become a core issue in current educational reform. In this process, teachers, as the designers and providers of learning scaffolds, play a crucial role. This study, based on a dual perspective of social cultural theory and complex systems theory, and integrating the cutting-edge multimodal interaction analysis method, explores the imbalances existing in whole-book reading teaching in middle schools to address the practical challenges currently faced. The research proposes a collaborative path of “ecological construction-scaffold development”, aiming to reveal the transformation mechanism of the function of reading scaffolds from “instrumental reading assistance” to “ecological reading empowerment”, providing theoretical support and practical guidance for promoting students’ in-depth and effective reading.
Keywords
Support; teaching ecology; whole book reading; in-depth reading
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How to cite this paper
Hierarchical Construction of Learning Scaffolds in Whole-book Reading in Middle Schools: Connotation, Current Situation, and Enhancement Strategies
How to cite this paper: Wei Jiang. (2026). Hierarchical Construction of Learning Scaffolds in Whole-book Reading in Middle Schools: Connotation, Current Situation, and Enhancement Strategies. The Educational Review, USA, 10(1), 55-59.
DOI: http://dx.doi.org/10.26855/er.2026.01.010
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