Young Learners Engaging Extensive Reading in a Deaf-Hearing Inclusive School in Bali more

This study examines an scaffolded extensive reading (ER) program to leverage English literacy, motivation, and vocabulary in a deaf-hearing inclusive school in Bali, Indonesia. Framed within descriptive qualitative research, the study employed interviews to two voluntary teachers and observations to the students’ reading logbooks. The transcripts were analyzed using thematic analysis and the logbooks were by interactive model analysis. The study found the program leverages students’ literacy, engagement and English reading skills. Key themes include inspiring activities, increased English proficiency, vocabulary development, and shifting reading habits. While the ER program enhances students’ learning, challenges persist, involving limited supports and book access, vocabulary gaps, and sustainability. These findings emphasize the role of scaffolded ER in building sustainable reading cultures in underserved communities while highlighting its need of library resources, digital reading tools, and long-term literacy initiatives. Exploring technology-driven reading interventions and community-based literacy programs are strongly encouraged for future research.