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Stratified Reading Tasks (SRT) was used as a post-remediation intervention in combination with a certain level of scaffolding to Grade 7 frustration readers to improve their reading levels. SRT is a teacher-made intervention material which targets to improve word recognition, vocabulary and comprehension skills. The reading texts and tasks were arranged based on text length and difficulty. This paper describes the students' experiences in the SRT and scaffolding and the identified possible points for improvement to the intervention materials based on results of the study.