The CATESOL Journal

This study examined the extent to which graded readers vis-à-vis scaffolded silent reading (ScSR) resulted in increased vocabulary, reading comprehension, and a positive attitude toward reading. A mixed-methods study was administered to two upper-intermediate adult ESL classes at a community college in southwestern Arizona. Both groups took The Vocabulary Size Test and TABE Complete Language Assessment System–English. The treatment group selected and read graded readers, met individually with the instructor, and kept a journal; in addition, several students from the treatment group were interviewed at the beginning and end of the study. Descriptive statistics were used on the pre- and posttests. The findings were promising and showed some growth in vocabulary and reading comprehension for both the treatment and control groups. Furthermore, participants of the treatment group expressed a positive attitude toward reading graded readers through scaffolded silent reading. As a result, this study demonstrated that graded readers used with scaffolded silent reading show promise with this student population.