The study aimed at examining the effects of scaffolding ESP readers by using graphic markers and highlighting syntactic and emphatic prosody on ESP readers' Foreign Language Reading Anxiety and fluency. A mixed-methods research design was used for the purpose of deeper understanding and analysis of the obtained data. An experimental design was planned with a control and an experimental group including 38 students of two fields, museum studies and conservation and restoration of historic buildings in Shiraz University of Arts. Participants of the experimental group were scaffolded to develop reading fluency with different graphic markers, while members of the control group practiced usual ESP reading comprehension classes. FLRA scale was used to determine their reading anxiety before the study started and after it ended. Fluency assessment was also performed to check their reading fluency progress. For a deeper understanding of the progress in the experimental group and as a compensation for losing some of the students, the data were explored more using qualitative data classification and analysis by using the National Assessment of Educational Progress (NAEP) framework. Statistical analysis of the results proved that scaffolding the students with graphic markers had the potential to lower their FLRA. The results of the fluency frameworks including WCPM, MDFS, and NAEP also tended to confirm the effectiveness of scaffolding the readers with graphic markers on improving their reading fluency. The qualitative analysis of the observations showed that while graphic cues can scaffold the learners to notice their shortcomings toward an optimum level of fluency, they could not be the sufficient condition for achieving the goal. It was also concluded that the need to establish the abilities of sight-word reading, online decoding, and sensitivity to stress and intonation are pre-requisite of prosodic fluent reading with expression.