Abstract
This research investigates the methodologies and approaches utilized by high school reading coordinators in scaffolding non-reader students. With a growing recognition of the importance of literacy skills for academic success, particularly at the high school level, this study aims to delve into the specific strategies employed by reading coordinators to support students who struggle with reading proficiency. This study utilized a qualitative method using the case study approach in its conduct. The participants were five reading coordinators in five secondary schools in the Municipality of Kapalong. The research explores various scaffolding techniques, instructional interventions, and differentiated approaches adopted by reading coordinators to facilitate the development of reading skills among non-reader students. Furthermore, the study will examine the challenges faced by reading coordinators and how they cope with them, as well as the insights of reading coordinators in scaffolding non-reader students. Ultimately, the findings of this research aim to contribute to a deeper understanding of effective strategies for supporting non-reader students in high school settings, with implications for policy, practice, and future research in the field of literacy education.
