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Scaffolded Reading Experience (SRE) framework

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 2 claims rest on one study

Description

The SRE framework is "designed to assist students in comprehending individual texts", enabling a teacher to provide scaffolding that increases the likelihood students complete the reading task successfully. It rests on four instructional concepts: scaffolding, the gradual release of responsibility, the zone of proximal development, and the notion of success. It has two major phases: a planning phase, in which teachers consider the text, the purposes for reading, and students' strengths and needs, and an implementation phase of pre-, during-, and post-reading activities. In this study it served as the common instructional container that allowed fair comparison of the two teaching approaches.

Design Implications

Context

Requirements

  • Teachers select pre-, during-, and post-reading activities based on consideration of the text, the reading purpose, and the students' strengths and needs

Constraints

  • In this study the SRE was operationalized with approach-specific purposes, so its comparison value depends on holding text and students constant

Target Learners

  • middle school students reading individual narrative texts

Learning Goals

  • comprehension of individual texts
  • response to literature

Claims

Examples

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Key Sources

  • Liang, L. A. (2011). Scaffolding Middle School Students' Comprehension and Response to Short Stories. RMLE Online, 34(8). ISSN 1940-4476.
Page metadata
Field Value
type design
id scaffolded-reading-experience-framework
title Scaffolded Reading Experience (SRE) framework
description The SRE framework is "designed to assist students in comprehending individual texts", enabling a teacher to provide scaffolding that increases the likelihood students complete the reading task successfully.
status review
generated by process:settle-candidates on 2026-11-01
trust unverified — no one has confirmed this page's content
sources 1 — liang-2011

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