INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
Vygotsky’s Sociocultural Theory: Elevating Reading Comprehension  
in Elementary Learners through the ARAL Program and Its  
Implications for Administration and Governance in Contemporary  
Education  
Lovelle M. Arguido, MAEd1, Eliseo I. Felisilda, PhD², Gladys S. Escarlos, PhD³  
1Teacher II, Department of Education, Guinuyoran Central School, Philippines  
²Teacher III, Department of Education, San Miguel Elementary School, Philippines  
³Professor, College Education, Central, Mindanao University, Philippines  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000656  
Received: 26 October 2025; Accepted: 04 November 2025; Published: 20 November 2025  
ABSTRACT  
Developing reading comprehension among early grade learners remains a pressing challenge in Philippine basic  
education, particularly following learning disruptions brought about by the pandemic. This study examined how  
the Academic Recovery and Accessible Learning (ARAL) Program supports the improvement of reading  
comprehension among elementary learners in selected public schools in the District of Valencia City, Bukidnon.  
Guided by Vygotsky’s Sociocultural Theory, the study explored the role of scaffolding, peer interaction, and  
guided support in strengthening reading development.  
A quantitative descriptive research design was employed. Teacher-respondents were selected through purposive  
sampling, specifically those facilitating ARAL reading sessions and maintaining documented learner progress  
records. A validated researcher-developed survey measured the extent of ARAL instructional practices, while  
reading comprehension levels were gathered from school-based assessments. Results show that a majority of  
learners fall within the Beginning and Developing levels of comprehension, indicating the continued need for  
structured reading support. Teachers reported a high extent of implementation of guided reading, scaffolding  
strategies, and peer-assisted learning, reflecting strong alignment with Vygotskian principles. However,  
challenges such as heavy teacher workload, limited reading materials, and inconsistent parental involvement  
were found to affect sustainability. The findings suggest that ARAL effectively supports comprehension growth  
when learning is socially mediated and scaffolded. Strengthening administrative support, enhancing resource  
provision, and fostering school-community partnerships are essential for sustaining literacy gains. The study  
underscores the importance of collaborative, guided learning environments in promoting reading comprehension  
among Filipino learners.  
Keywords: ARAL Program, Reading Comprehension, Sociocultural Theory, Scaffolding, Valencia City  
Bukidnon  
INTRODUCTION  
Reading comprehension is widely recognized as a cornerstone of early academic success and lifelong learning.  
When children learn not only to read, but to understand, interpret, and make meaning from text, they build the  
cognitive foundation needed for learning across all subject areas. However, in the Philippines, reading  
comprehension remains a persistent challenge among elementary learners. The Programme for International  
Student Assessment (PISA) in both 2018 and 2022 ranked the Philippines among the lowest in reading  
performance globally, with majority of learners struggling to identify main ideas and evaluate written  
information (OECD, 2019; OECD, 2023). These outcomes highlight systemic gaps in literacy instruction and  
reinforce the urgency of addressing learning recovery in the foundational years.  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
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The situation became even more pronounced during the COVID-19 pandemic, when prolonged school closures,  
shifting modalities, and unequal access to learning resources strained the capacity of learners, teachers, and  
families. Several Filipino scholars have noted that the pandemic magnified pre-existing inequities in reading  
readiness, especially among learners from rural communities and economically disadvantaged households  
(Dizon, 2022; Reyes & Corpuz, 2021). Teachers, though committed, often faced difficulties differentiating  
reading instruction and providing individualized support due to large class sizes, administrative demands, and  
limited instructional materials (Pascual & Garcia, 2023). As a result, reading comprehension challenges are not  
merely academic issues; they reflect deeper social conditions shaped by environment, language exposure, and  
opportunities for learning support.  
To respond to this national concern, the Academic Recovery and Accessible Learning (ARAL) Program was  
introduced by the Department of Education as a structured intervention aimed at rebuilding foundational literacy  
and closing learning gaps. ARAL focuses on small-group instruction, targeted remediation, peer-assisted  
activities, and family engagement—all approaches that emphasize guided learning rather than solitary reading.  
The design of ARAL aligns closely with Lev Vygotsky’s Sociocultural Theory, which posits that learning takes  
place through social interaction and mediated support. According to Vygotsky (1978), learners progress when  
they are supported in the Zone of Proximal Development—the space between what they can do alone and what  
they can achieve with guidance. Contemporary Filipino researchers highlight similar observations, noting that  
children learn best when teachers scaffold tasks, model comprehension strategies, and create purposeful dialogue  
around text (Labrador & Medina, 2022; Santos, 2024).  
Understanding ARAL through Vygotsky’s lens helps us see reading not just as a technical skill, but as a socially  
cultivated practice. When children discuss stories, share interpretations with peers, and receive thoughtful  
guidance from teachers and family members, comprehension becomes meaningful and connected to real-life  
contexts. Strengthening reading comprehension, therefore, requires more than instructional materials it demands  
collaboration among schools, families, local governments, and community organizations. As Philippine schools  
continue to navigate learning recovery, grounding literacy programs in sociocultural approaches can help build  
resilient, inclusive, and culturally relevant pathways for children to become confident and capable readers.  
Theoretical Framework  
This study is anchored on Lev Vygotsky’s Sociocultural Theory, which emphasizes that learning is a social  
process shaped by interaction, shared experiences, and the cultural environment in which a child grows.  
Vygotsky (1978) proposed that children do not learn in isolation; rather, they construct knowledge by engaging  
with individuals who guide, encourage, and model ways of making meaning. In the context of reading  
comprehension, this means that understanding text is not simply a matter of decoding words, but of participating  
in purposeful conversations, asking questions, and making connections with others.  
A central concept in Vygotsky’s theory is the Zone of Proximal Development (ZPD) the space between what a  
learner can accomplish independently and what they can accomplish with guided support. When teachers,  
parents, or peers provide appropriate assistance, learners are able to perform tasks that they would not manage  
alone. Over time, these supports are gradually removed in a process known as scaffolding (Wood, Bruner, &  
Ross, 1976). In reading instruction, scaffolding may appear in forms such as guided reading, modeling  
comprehension strategies, or discussing unfamiliar vocabulary together.  
Filipino scholars affirm the importance of guided interaction in developing literacy. Labrador and Medina (2022)  
observed that students in early grades show notable improvement when teachers model how to ask questions  
during reading. Similarly, Reyes (2021) found that peer reading circles foster motivation and confidence,  
particularly among learners who initially experience difficulty. These findings support Vygotsky’s premise that  
learning is strengthened through collaboration and shared dialogue.  
The ARAL Program reflects these sociocultural principles. Its emphasis on small-group remediation, peer-  
assisted reading, and family involvement aligns with the idea that learning is shaped by social and cultural  
contexts rather than by the learner alone. When teachers intentionally structure discussions, guide students  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
through texts, and encourage meaning-making, they activate the learner’s ZPD and create conditions for genuine  
comprehension growth (Santos, 2024).  
Seen through this theoretical lens, improving reading comprehension is not only a classroom concern but also a  
community responsibility. Schools benefit when families, community leaders, and local governments participate  
in literacy programs an approach consistent with Vygotsky’s view of learning as culturally embedded. The  
ARAL Program, therefore, becomes more effective when implemented within supportive social systems where  
learners interact, communicate, and learn together.  
Objectives of the Study  
This study aims to examine how the ARAL Program enhances reading comprehension among elementary  
learners when viewed through the lens of Vygotsky’s Sociocultural Theory and to identify its implications for  
educational administration and governance in Philippine schools.  
Specifically, the study seeks to:  
1. Describe the current level of reading comprehension of elementary learners participating in the ARAL  
Program.  
2. Analyze how instructional strategies used in the ARAL Program reflect Vygotskian principles,  
particularly:  
o
o
o
Zone of Proximal Development (ZPD),  
Scaffolding,  
and learning through social interaction.  
3. Explore the experiences and perceptions of teachers, learners, and parents regarding the implementation  
of the ARAL Program in improving reading comprehension.  
4. Determine challenges encountered by schools in sustaining ARAL-based guided and peer-assisted  
reading practices.  
Scope and Delimitation of the Study  
This study focused on examining how the implementation of the ARAL Program influences the reading  
comprehension levels of elementary learners in the District of Valencia City, Bukidnon. The research was limited  
to selected public elementary schools within the district where the ARAL Program is actively conducted. The  
study centers on learners in the early grades who have been identified by their teachers as in need of reading  
support and are participating in small-group or remedial reading sessions under ARAL.  
REVIEW OF RELATED LITERATURE AND STUDIES  
Sociocultural Theory as a Foundation for Learning  
Vygotsky’s Sociocultural Theory emphasizes that learning is shaped by interaction, language, and cultural  
experiences. Vygotsky (1978) argued that children learn best through guided participation with more  
knowledgeable others teachers, parents, or peers who support them as they bridge the gap between what they  
can do independently and what they can achieve with guidance, known as the Zone of Proximal Development  
(ZPD). When applied to literacy, this theory suggests that reading comprehension develops through dialogue,  
questioning, shared interpretation, and structured feedback rather than solitary reading.  
Recent educational research upholds this perspective. Kushki (2024) found that meaningful interaction during  
reading tasks enhances comprehension more effectively than silent independent reading, especially among  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
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young learners. Similarly, Labrador and Medina (2022) noted that Filipino elementary students showed  
improved understanding of texts when teachers modeled how to ask guiding questions and verbalize thinking.  
These findings reinforce that comprehension is a socially constructed process, built through conversation and  
community learning environments.  
Reading Comprehension in Early Grade Learners  
Reading comprehension is recognized as a key determinant of academic success, influencing performance not  
only in language subjects but across mathematics, science, and social studies. However, assessment reports in  
the Philippines show persistent challenges. The Philippine PISA 2022 results revealed that many learners  
struggle with interpreting written information and identifying the main idea of a text (OECD, 2023). Reyes and  
Corpuz (2021) argue that limited exposure to reading materials at home and inconsistencies in literacy instruction  
contribute to low comprehension performance in early grades.  
This concern is not isolated. International findings echo the same pattern, emphasizing the need for explicit  
comprehension strategy instruction. Snow (2020) highlights that young readers benefit when teachers actively  
teach how to predict, infer, summarize, and connect ideas during shared reading. Without these supports, learners  
may decode words but fail to grasp meaning—creating the gap commonly observed in classrooms.  
Scaffolding and Guided Reading Practices  
Scaffolding—the temporary support given to learners until they can perform a task independently is central to  
both reading instruction and sociocultural learning. Wood, Bruner, and Ross (1976) describe scaffolding as a  
flexible form of guidance that adapts to the learner’s growing competence. Santos (2024) reported that teachers  
who used guided reading approaches, think-alouds, and text discussion circles observed stronger comprehension  
skills among early grade learners in public schools.  
Peer-assisted learning also plays a significant role. Albaracin (2025) demonstrated that learners engaged in peer  
reading pairs showed increased fluency and confidence, especially when paired with supportive classmates.  
Astrero and Eugenio (2025) further found that structured peer reading programs lead not only to improved  
comprehension but also higher motivation and enjoyment of reading.  
The ARAL Program and Learning Recovery Efforts  
The Academic Recovery and Accessible Learning (ARAL) Program was developed as part of the national  
response to learning disruption during the pandemic. The Department of Education (DepEd, 2025a; 2025b) states  
that ARAL aims to provide targeted support in reading, mathematics, and science through small-group  
instruction, diagnostic-based remediation, and family involvement. These program elements align directly with  
Vygotskian principles: Small-group tutoring activates the learner’s ZPD; Guided reading provides scaffolding;  
Peer collaboration builds shared meaning; Parental reinforcement extends learning beyond the classroom.  
In studies conducted after ARAL’s pilot implementation, Pascual and Garcia (2023) observed that schools with  
structured ARAL reading sessions significantly improved their learners’ word recognition and comprehension  
skills. However, they also noted challenges such as teacher workload, inconsistent implementation, and the need  
for sustained administrative support.  
The reviewed literature and studies collectively support the idea that reading comprehension develops most  
effectively when learning is guided, interactive, and socially supported. Vygotsky’s Sociocultural Theory  
provides a strong theoretical basis for the ARAL Program, as both emphasize scaffolding, collaboration, and  
meaningful dialogue. However, effective implementation relies on school leadership, teacher capacity, and  
community involvement—factors that vary across local contexts. This gap underscores the need to examine  
ARAL within the District of Valencia City, Bukidnon, where learner profiles, school resources, and community  
dynamics shape how reading support is delivered.  
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METHODOLOGY  
Research Design  
This study employed a quantitative descriptive research design. The purpose of this approach is to determine  
whether a relationship exists between the implementation of ARAL instructional practices and the reading  
comprehension performance of elementary learners. The descriptive component focuses on identifying the level  
of implementation of specific reading support strategies under the ARAL Program.  
Research Locale  
The study was conducted in two (2) public elementary schools in the Division of Valencia City, Bukidnon where  
the ARAL Program is actively implemented. Valencia City is a growing educational hub in Bukidnon, with  
diverse communities and varying levels of reading support at home. The selected schools were chosen based on  
accessibility, the presence of ARAL classes, and administrative approval to use data for academic research.  
Respondents of the Study  
The respondents of this study were teachers assigned to handle ARAL reading remediation sessions in the  
selected schools. These teachers were directly involved in delivering scaffolded reading instruction, guided  
reading activities, and peer-assisted learning sessions. The learners’ reading comprehension scores were included  
as secondary data for analysis but were not directly surveyed.  
Sampling Technique  
This study employed purposive sampling in the selection of respondents. The participants were limited to  
teachers who were directly involved in the implementation of the ARAL Program, specifically those handling  
reading remediation sessions. These teachers were chosen because they were in the best position to provide  
accurate information regarding the instructional strategies used in ARAL and the reading progress of the learners  
under their care.  
Research Instruments  
Data for this study were gathered using a researcher-developed survey questionnaire which underwent content  
validation by three educational experts to ensure clarity, relevance, and alignment to research objectives. The  
questionnaire measured the extent of ARAL instructional practices across three key dimensions:  
(1) Guided reading and scaffolding strategies, which refer to how teachers model comprehension skills and  
provide step-by-step support;  
(2) Peer-assisted and collaborative reading activities, which involve reading tasks done with partners or small  
groups; and  
(3) Teacher monitoring, feedback, and progress support, which assess how teachers track learner improvement  
and provide corrective guidance.  
To determine the reading comprehension levels of learners participating in the ARAL Program, the study utilized  
existing school-based reading assessments, such as the PHIL-IRI, ECCD checklists, or the school’s official  
reading progress records. These assessment results were used to classify learners’ comprehension levels and  
served as the basis for correlating instructional practices with reading development.  
Data Gathering Procedure  
The researcher first sought permission to conduct the study by submitting a formal letter to the Schools Division  
Office and to the principals of the participating schools. Upon approval, coordination meetings were held with  
the ARAL teachers to explain the objectives and procedures of the research, ensuring transparency and informed  
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participation. The validated survey questionnaires were then distributed to the teacher-respondents and retrieved  
after completion. Additionally, the researcher coordinated with the school reading coordinator to obtain the  
reading comprehension scores of learners, ensuring that the data were handled with strict confidentiality and  
used solely for research purposes. After collection, the data were organized, tabulated, and prepared for statistical  
analysis.  
Statistical Treatment of Data  
To analyze the collected data, appropriate statistical tools were employed. The Weighted Mean was used to  
determine the extent of ARAL instructional practices as reported by the teacher-respondents. Frequency counts  
and percentage distributions were applied to describe the reading comprehension levels of the learners.  
RESULTS AND DISCUSSIONS  
This chapter presents the findings of the study based on the data gathered from ARAL teacher-respondents and  
school reading assessment records of elementary learners in the District of Valencia City, Bukidnon. The results  
are organized according to the research objectives.  
Table 1. Reading Comprehension Levels of Learners  
Category  
Frequency  
Percentage (%)  
26.67  
Beginning  
8
Developing  
12  
6
40.00  
Approaching Proficient  
Proficient  
20.00  
4
13.33  
Table 1 displays the reading comprehension performance of learners participating in the ARAL Program across  
four proficiency categories. The highest proportion of learners were categorized as Developing (40%), followed  
by those in the Beginning level (26.67%). Only a small percentage reached the Proficient level (13.33%). This  
suggests that although students are progressing, many still face difficulties with deeper comprehension such as  
inference, summarizing, and deriving meaning independently, indicating the need for continued structured  
reading support. This aligns with findings of Reyes and Corpuz (2021), who noted that Filipino learners often  
exhibit strong decoding skills but struggle with comprehension due to limited guided practice. Similarly, the  
PISA 2022 Report (OECD, 2023) found that the Philippines continues to score below global averages in reading  
comprehension, highlighting the need for systematic intervention. Santos (2024) emphasized that comprehension  
improves significantly when learners receive scaffolding through interactive reading rather than independent  
seatwork.  
Table 2. Extent of ARAL Instructional Strategies  
Instructional Strategy Indicator  
Guided reading and modeling  
Peer-assisted learning  
Weighted Mean  
Interpretation  
Very Much  
Very Much  
Very Much  
Very Much  
4.2  
4.0  
4.3  
4.1  
Teacher scaffolding and feedback  
Gradual release of reading responsibility  
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Table 2 shows the extent to which teachers implement ARAL reading strategies. All strategies received high  
mean scores, indicating they are frequently practiced in ARAL sessions. This reflects strong teacher engagement  
in structured reading support and collaborative learning guiding learners’ comprehension development. The use  
of guided reading and scaffolding supports Vygotsky’s (1978) sociocultural learning framework, which  
emphasizes learning through interaction with knowledgeable others. Labrador and Medina (2022) found that  
think-aloud modeling and gradual release of responsibility significantly improve comprehension among Filipino  
early graders. Albaracin (2025) and Astrero & Eugenio (2025) also found that peer-assisted reading increases  
fluency, comprehension, and learner motivation, supporting the idea that social learning is essential in reading  
development.  
Table 3. Challenges in Sustaining ARAL Implementation  
Challenge Indicator  
Mean  
3.8  
Interpretation  
High  
Limited materials  
Teacher workload  
4.2  
High  
Inconsistent parental involvement  
Limited volunteer support  
3.5  
Moderate  
High  
3.9  
Table 3 outlines the challenges encountered in implementing ARAL. Teacher workload is the most pressing  
concern, followed by limitations in materials and volunteer support, while parental involvement remains  
inconsistent. These constraints make it difficult to maintain consistent reading sessions and individualized  
support for learners. These findings are consistent with Pascual & Garcia (2023), who noted that while ARAL  
is instructionally sound, its sustainability depends on school-level support structures. EDCOM II (2024) reported  
that teacher workload, class size, and lack of community partnerships are major barriers to literacy recovery.  
SEAMEO INNOTECH (2023) emphasized that successful reading programs require collaboration among  
teachers, parents, and local stakeholders, not just classroom instruction.  
CONCLUSIONS  
1. The ARAL Program effectively supports reading comprehension development when implemented with  
guided, interactive, and scaffolded instruction.  
2. Vygotsky’s Sociocultural Theory provides a strong foundation for ARAL, particularly in promoting  
learning through dialogue, modeling, and shared meaning-making.  
3. Improvements in comprehension were closely tied to social learning conditions—not merely exposure to  
text.  
4. The sustainability of reading progress depends on school leadership, teacher coaching systems, resource  
availability, and community partnership.  
5. Strengthening administrative and governance support is essential to ensure that literacy recovery  
becomes a continuous practice, not a temporary post-pandemic intervention.  
Recommendations  
For Teachers  
Continue using guided reading and think-aloud strategies to support comprehension.  
Provide consistent formative feedback and encourage collaborative reading activities.  
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Use reading journals or discussion prompts to deepen meaning making.  
For School Administrators  
Allocate fixed time schedules for ARAL sessions to avoid interruptions.  
Develop school-based Reading Support Teams composed of teachers, SPED coordinators, and trained  
volunteers.  
Include reading remediation goals in School Improvement Plans (SIP).  
For Local Government and Community Partners  
Strengthen reading corners in barangays and establish community-based reading hubs.  
Support the printing or procurement of leveled reading materials and storybooks in Filipino, English, and  
mother tongue.  
Encourage youth organizations, church groups, and retirees to serve as Reading Buddies Volunteers.  
For Policy-Makers  
Institutionalize ARAL as a long-term literacy framework, rather than an emergency recovery program.  
Provide teacher training focused on scaffolding strategies and sociocultural literacy instruction.  
Invest in reading assessment systems that inform instruction, not just compliance.  
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