Abstract: Teaching intensive reading to young learners of English has a long history. It aims to train the learners
to read for predetermined reading questions and for language exercises. The use of students’ first language
alongside English in school and to use it in intensive reading will support both academic achievement and
development of English as an additional language. However, teaching intensive reading in bilingual classrooms
is lack of teacher’s reading strategies that facilitate students’ comprehension and words recognition in English.
To fill this practical gap, the presenter will introduce different scaffolding strategies to develop students’ reading
skills. These involve encouraging reciprocal teaching (teacher modeling of strategies), teacher’s self-regulated
comprehension strategies (prior knowledge activation and question generation); delivering reading texts; making
frequent repetitions of key words and ideas; and clarifying the meaning of words through graphic organizers,
pictures, and charts as scaffolding tools to convey concepts. This paper presentation reports how each of these
strategies work in Indonesia the bilingual classroom.
Keywords:Intensive reading, scaffolding, strategies, bilingua
