Social Constructivism and the Zone of Proximal Development in Reading Comprehension Strategies

Abstract

This paper explores the intersection of social constructivist theory and reading comprehension strategies, with a particular focus on Lev Vygotsky’s concept of the Zone of Proximal Development (ZPD). Social constructivism posits that learning is inherently social and contextual, emphasising the role of interaction, culture, and collaboration in the construction of knowledge. Within this framework, reading comprehension is not merely a cognitive skill but a socially mediated process that evolves through guided participation and scaffolded learning. The article examines how reading strategies align with the principles of ZPD, enabling learners to move beyond their current capabilities. The paper concludes by advocating for instructional practices that balance independence with guided support, ensuring that reading comprehension remains a dynamic, socially enriched experience.