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<p>The professional literature suggests that three-level reading guides (TLRG) may be useful for scaffolding comprehension in classrooms while students read authentic texts. The TLRG frames the reading task so that students assess statements based on a text at the literal, inferential, and the applied levels of comprehension. This study examined the use of cognitive processes related to comprehension while students worked alone, in peer groups or in whole-class discussions. Data from individual think alouds, peer-group discussions, and teacher-led class discussions were coded for occurrences of processes related to comprehension in four schools. More instances of <i>breakdowns</i>, <i>hypothesising</i>, and <i>metacognitive</i> activities were observed at the interpretive level. Also, more <i>citing and linking</i> was observed at both literal and interpretive levels, whereas more use of <i>prior knowledge</i> was observed only at the applied level. <i>Questioning</i> was observed more often in peer-group discussions than students either working alone or in whole-class discussions with the teacher. However, <i>evaluating</i> was observed more often by students in both peer-group and whole-class discussions than students working alone. The levels of the reading guide separately focus on what is explicit, implicit or scripturally implicit in the text, and this focus seems to mobilize the use of particular cognitive processes related to comprehension. The findings also suggest that different participant structures, like small peer-group or whole-class discussions, might be used to good effect to scaffold reader comprehension. As such, guiding and grouping readers may both be effective instructional strategies for supporting the use of authentic texts in the science classroom.</p>

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Guiding and Grouping Readers for Scaffolding Text Comprehension in the Science Classroom Using Three-Level Reading Guides

  • 期刊论文

  • 发表日期：

    2026年4月8日

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  • Léonard P. Rivard,
  • Ndeye R. Gueye

摘要

The professional literature suggests that three-level reading guides (TLRG) may be useful for scaffolding comprehension in classrooms while students read authentic texts. The TLRG frames the reading task so that students assess statements based on a text at the literal, inferential, and the applied levels of comprehension. This study examined the use of cognitive processes related to comprehension while students worked alone, in peer groups or in whole-class discussions. Data from individual think alouds, peer-group discussions, and teacher-led class discussions were coded for occurrences of processes related to comprehension in four schools. More instances of breakdowns, hypothesising, and metacognitive activities were observed at the interpretive level. Also, more citing and linking was observed at both literal and interpretive levels, whereas more use of prior knowledge was observed only at the applied level. Questioning was observed more often in peer-group discussions than students either working alone or in whole-class discussions with the teacher. However, evaluating was observed more often by students in both peer-group and whole-class discussions than students working alone. The levels of the reading guide separately focus on what is explicit, implicit or scripturally implicit in the text, and this focus seems to mobilize the use of particular cognitive processes related to comprehension. The findings also suggest that different participant structures, like small peer-group or whole-class discussions, might be used to good effect to scaffold reader comprehension. As such, guiding and grouping readers may both be effective instructional strategies for supporting the use of authentic texts in the science classroom.