Socio-affective issues are generally acknowledged as important in reading development.
However, most intervention programmes focus on cognitive aspects of reading, and do not
explicitly accommodate socio-affective factors such as attitude, motivation, interest, and
background of students. This paper argues for the inclusion of both cognitive and socioaffective
scaffolding in tertiary-level reading development programmes. Based on a number
of second language teaching techniques, and grounded in Guthrie and Wigfield’s (2000)
engagement model, I propose a multifaceted model on which to map reading
instruction/intervention at tertiary level that combines both affective and cognitive factors.