This article analyzes and describes numerous pedagogical ways to enhance reading strategies for English language learners through the scaffolding method. Focus is directed towards Lev Vygotsky's notion of the zone of proximal development and its implementation in the educational process. This article examines essential “scaffolding” approaches, including pre-text assignments, modeling, contextual work, and collaborative reading, which facilitate the activation of background knowledge and the acquisition of new skills by students. The progressive decline in support, textual structural analysis, and post-reading reflection are also examined. The educator plays a crucial role in establishing conditions for effective learning, progressively diminishing assistance and fostering the development of students' autonomy and self-assurance. The scaffolding approach is adaptable and enables the customization of the educational process to meet the individual needs of each student, rendering it an efficient instrument for reading instruction. This article underscores the significance of engaging students in the learning process via active text interaction and highlights the teacher's responsibility in fostering students' metacognitive skills. Scaffolding facilitates the enhancement of reading and comprehension skills while also fostering independence, critical thinking, and self-confidence