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VOL. 2, ISSUE 1 (2026)
The scaffolding interrogatives method (SIM): A theory-driven and Implementation Science-aligned framework for advancing reading comprehension and inclusion
Authors
Mui Ling Heng, Kok Hwee Chia
Abstract
The Scaffolding Interrogatives Method (SIM) is a structured, dialogic
comprehension framework designed to transform decoding into meaningful
understanding through graduated, purposeful questioning. Grounded in
socio-constructivist theory, particularly Vygotsky’s Zone of Proximal Development
and Bruner’s Instructional Scaffolding, SIM conceptualizes comprehension as an
actively mediated process shaped through guided interaction and gradual release
of responsibility. Operationalized through sequenced interrogatives (who, what,
where, when, why, and how), SIM externalizes the organizational structure of
text, making linguistic relationships visible for learners who struggle with
inference generation, integration, and metacognitive monitoring. The method is
particularly relevant for children with hyperlexia, specific reading
comprehension disorder, and other profiles characterized by intact decoding but
weak inferential reasoning. By employing a written interrogative matrix and
structured supports such as the What Interrogatives Method (WIM), SIM reduces
reliance on transient verbal prompting and promotes independent strategy use.
Empirical findings, including single-subject intervention research, provide
preliminary evidence of improved comprehension performance and increased
learner autonomy. Beyond classroom application, SIM aligns with principles of
Implementation Science due to its operational clarity, observable components,
defined core practices (graduated questioning, responsive scaffolding, and
gradual release), and suitability for fidelity monitoring, practitioner
training, and system-level scaling. The SIM-based INSPIRE model further
demonstrates how interrogative scaffolding can be systematically structured
into phased intervention, leading to measurable gains in inferential reasoning
and narrative coherence. Collectively, SIM reframes comprehension intervention
as an explicit, visual, and transferable cognitive framework that supports
independence, academic participation, and inclusive educational practice.
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Pages:7-11
How to cite this article:
Mui Ling Heng, Kok Hwee Chia "The scaffolding interrogatives method (SIM): A theory-driven and Implementation Science-aligned framework for advancing reading comprehension and inclusion". World Journal of Research in Education, Vol 2, Issue 1, 2026, Pages 7-11
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