Improving the reading prowess based on Vygotsky’s sociocultural theory of learning

Abstract

This study explores the effectiveness of sociocultural strategies in enhancing reading skills among learners. Grounded in Vygotsky’s principles particularly the concepts of the zone of proximal development and scaffolding, the research investigates how collaborative learning environments can facilitate reading comprehension. By leveraging descriptive approach, researchers able to highlight the data on reading level of primary learners, linguistic approaches employed by teachers adopting the salient features of the explored theory, and issues relevant to reading proficiency through pre- and post-intervention Preliminary findings indicate significant improvements in reading proficiency, suggesting that Vygotskyan strategies effectively mediate the learning process by fostering engagement and comprehension. It was concluded that concluded that there are more full refresher learners in the mother tongue compared to Filipino and English. It was also verified that learners’ interest is the top factor affecting the reading level of key stage 1 learners. The phonemic approach is the widely used approach in teaching reading. his research contributes to the existing literature by demonstrating how sociocultural factors can be harnessed to improve literacy outcomes, highlighting the importance of social context in educational practices. Ultimately, the study aims to provide practical implications for educators seeking to implement Vygotsky’s theories in their reading instruction methodologies. Researchers likewise suggest that in order to address inefficient or inaccurate decoding of unfamiliar words, the phonemic approach be integrated with the linguistic approach by the ESL teachers across the globe. Interestingly, there should have been varied strategies and techniques to be employed by ESL teachers to motivate the learners to explore the lessons being introduced.

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