Background: Research argues that parents/teachers and learners work collaboratively and this active participation in scaffolded activities builds knowledge and extends understandings. However, researchers who have explored scaffolding as a pedagogic tool do not demonstrate how this tool looks in practice. Objectives: As a teacher educator, I…

This paper addresses the controversial issues of improving the reading skills of young learners through technology-assisted reading programmes. On reporting the results of primary school learners from grade 2 to grade 7 who participated in a computer-based reading programme for seven months, we try to answer the critical questions of whether…