No Child Left Behind (NCLB, 2002) and the reauthorization of Individuals with Disabilities Education Improvement Act (IDEA, 2004) asserted the need for American children to receive scientifically research-based instruction and interventions. A variety of quantitative studies have determined components of effective reading interventions (Edmonds et al., 2009; Simmons et al., 2007; Wanzek, Wexler, Vaughn, & Ciullo, 2009; Vellutino, Scanlon, Small, & Fanuele, 2006 ). Few studies have described instructional strategies teachers provide during scientifically research-based reading interventions. Using sociocultural and cognitive perspectives, I conducted this study with the intent of describing an instructional strategy, scaffolding, provided by an experienced district literacy coach. A constructivist paradigm informed this study's methodology. One experienced district literacy coach and five fourth-grade students participated in this descriptive case study (Merriam, 2009). The coach was observed during the course of the intervention interacting with the students. Informal and semi-structured interviews were conducted weekly as a way to co-construct the district literacy coach's reality of the nature of scaffolding. Artifacts were gathered to triangulate the data. Three key findings emerged about the nature of reading scaffolding: possessing in-depth knowledge of qualities of proficient reading, diagnosing students' needs and strengths, and providing lower-level to higher-level scaffolding. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]