Despite rapidly decreasing budgets for arts programs and the increasing de-emphasis of English as a relevant field of study, the lessons learned and taught in English classrooms still constitute the basis of learning throughout a student’s curriculum. academic career. For most American students, the English language will serve as the lens through which they view other subjects, and reading comprehension will be the tool through which they learn about those subjects. Without an adequate foundation in such a fundamental subject, students are simply thrown into the water and “even if they can swim, we cannot reasonably expect them to enjoy being in the water” ( Brown and Broemmel, 2011). Effective English and language arts teaching should therefore aim to give students the tools to become better readers and better learners. This idea is best expressed through scaffolded teaching. Educational scaffolding provides students with a broad base of support from which to launch their learning. Scaffolding is included in the most basic lesson plans, where teachers are encouraged to provide checklists and supplemental materials for their students to periodically assess their progress during a unit. In Deep Scaffolding: Enhancing the Reading Experiences of English Language Learners, Clara Brown and Amy Broemmel argue that these traditional scaffolding methods are insufficient to meet students' needs. They propose a system of deep scaffolding, in which teachers must both increase the amount of scaffolding support offered to students and focus keenly on the meaning of that scaffolding. Broemmel and Brown's deep scaffolding focuses on recognizing students' potential as learners and provides adequate in-depth instruction for activities outside the middle of the paper. “Create” provides a space for students to use richer multimedia technologies than those available in a classroom to complete their assignments. Works Cited Brown, CL and Broemmel, AD (2011). Deep scaffolding: Improving the reading experiences of English language learners. Journal of the New England Reading Association, 46(2), 34-39. Callahan, M. and King, J.M. (2011). Remix in the classroom: models of pedagogy in a techno-literacy poetry unit. Journal of Adolescent and Adult Literacy,55(2), 134-144. doi:10.1002/JAAL.00016Santos, AE (2011). Blogs as a learning space: creation of discussion texts. Contemporary Issues in Educational Research, 4(6), 15-19.Savino, J. (2011). The Shakespeare in Each of Us: A Monumental, Countless, and Premeditated Approach to Vocabulary Teaching. Journal of Adolescent and Adult Literacy, 54(6), 445-453. doi:10.1598/JAAL.54.6.6