5 Supports for Readers in Virtual Learning Environments

This article is the third in a four-part blog series to unlock the power of instructional scaffolds for reading intervention.  Read the previous article 6 Effective Scaffolding Techniques for Reading Intervention to learn specific instructional scaffolding techniques that teachers can use to enhance reading intervention for their students. In this article, we uncover supports for readers in virtual learning environments.

Teachers already know that helping struggling readers with instructional scaffolds is important. But when students learn online, it can be harder to give them the right kind of help. Teachers might use support like online tools, videos, and group discussions to help students learn. But they also need to make sure that students stay interested and motivated and that they can practice their reading skills by themselves. By doing these things, teachers can help struggling readers learn better in virtual environments.

The following list shares some additional scaffolding techniques that can be particularly helpful in virtual learning environments. Here are some examples:

1. Digital Annotations: Digital annotations are useful for supporting struggling readers in virtual learning environments. Teachers can use digital annotation tools to highlight key vocabulary, concepts, or ideas in a text, or to provide additional explanations or examples of difficult concepts. This can help struggling readers better understand the text and make connections between different parts of the text.
2. Video Modeling: Video modeling involves showing students a video of a teacher or expert demonstrating a particular reading strategy or skill. Teachers can use video modeling to provide struggling readers with a clear and explicit model of completing a reading task or skill. This can be particularly helpful in virtual learning environments where teachers may have limited direct instruction and modeling opportunities.
3. Digital Feedback: Providing feedback is an important part of scaffolding for struggling readers, and in virtual learning environments, teachers can use digital feedback tools to provide targeted and timely feedback. For example, teachers can use digital tools to provide feedback on student writing assignments or to provide audio or video feedback on student reading responses. Digital feedback can be particularly helpful in virtual learning environments where teachers may have limited opportunities for face-to-face interaction with students.
4. Digital Graphic Organizers: In virtual learning environments, teachers can use digital graphic organizers to support struggling readers with visual representations of text. Digital graphic organizers can be created and shared with students through digital platforms, allowing students to manipulate and interact with the graphic organizer in real-time. This can help struggling readers better organize and connect information and provide a useful tool for students to reference when completing writing or discussion tasks.
5. Digital Collaboration: Collaboration is an important part of scaffolding for struggling readers, and in virtual learning environments, teachers can use digital collaboration tools to support peer-to-peer interaction and support. For example, teachers can use online discussion forums or video conferencing platforms to facilitate small-group or whole-class discussions, allowing struggling readers to interact and collaborate with their peers. Digital collaboration can also provide opportunities for struggling readers to receive feedback and support from multiple sources.

These are just a few examples of scaffolding techniques that can be particularly helpful in virtual learning environments. By using a range of scaffolding techniques, teachers can provide targeted and individualized support for struggling readers, regardless of the learning environment.

Read the next article in the series:

Dispelling Common Myths About Instructional Scaffolds for Reading Intervention