This paper discusses the importance of scaffolding and other techniques in teaching reading. It details numerous ways to employ scaffolding, such as the following: a teacher may read aloud new passages while students follow along; a teacher may print new words on the chalkboard before students read a passage which uses the words; and teachers may suggest students use the public library. The paper emphasizes that scaffolding may also be accomplished through Learning Styles Theory, which focuses on: classroom situations, such as temperature and seating; emotional elements such as conformity; sociological factors; scientific intelligences; and artistic intelligences. The article also discusses constructivism in reading instruction--in constructivism, the student is heavily involved in making curricular decisions. (PM)