Abbas Ali Zarei - Associate professor, Imam Khomeini International University, Qazvin, Iran
Razie MontazerGHaem - MA, Imam Khomeini international University, Qazvin, Iran

The aim of present study was to investigate the effects of scaffolding and selected collaborative techniques on students’ reading comprehension. The participants of the study were 140 adult intermediate level English learners studying at institutes in Yazd. The participants were in five groups; each group was randomly assigned to a different treatment condition. They received scaffolding and collaborative techniques for 30 sessions. Scaffolding included individual and cooperative conditions and the collaborative techniques included think-pairs-share, jigsaw and buzz groups. At the end of the experimental period, a reading comprehension posttest was administered. A one-way ANOVA and independent sample t-tests procedure were used to analyze data. Result showed that Think-pairs-share was the most effective technique on reading comprehension. The findings of the present study may have theoretical as well as practical implications for teachers, learners and syllabus designers

Scaffolding, collaborative learning, reading comprehension, jigsaw, think-pairs-share, buzz group