Introduction
Lev Vygotsky, a renowned Russian psychologist, introduced the Zone of Proximal Development (ZPD) as part of his social development theory in the early 20th century. ZPD refers to the intellectual space between what a learner can do independently, and what a learner will struggle to do if they do not have assistance.
“[T]he distance between the actual developmental level (of the learner) as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers” (Vygotsky, 1978).
Three primary areas represent Vygotsky's theory:
Essentially, the ZPD represents the edge where capability meets achievement.
In addition, the concept of ZPD is closely tied to the role of “more knowledgeable others” in learning.
More knowledgeable others are individuals who possess a higher level of understanding or skill related to a particular task or concept. They can be peers, parents, teachers, or even digital resources.
The collaboration between the learner and “more knowledgeable others” is crucial.
Indeed, this verbal or non-verbal exchange guides learners through their ZPD – via the gradual release of scaffolds – thereby facilitating the learner’s cognitive development.
Leveled Texts Build Background Knowledge
Leveled texts build a student’s background knowledge through incremental learning. For example, on Adaptive Reader’s reading app, when students have toggle power to progress from simpler texts (i.e. the Silver Edition) to more complex texts (i.e. the Gold Edition), they collaborate with the more knowledgeable others.
Through the process of flipping back-and-forth through editions, learners can see how one edition differs from the next. A passage that begins with simplified sentence structures and accessible vocabulary advances to the author’s original words.
Thus, the learner employs the scaffold to interact with the appropriate leveled text and supplement their understanding of the original.
Leveled Texts Support Reading Comprehension
Educators are keenly aware that background knowledge is essential for reading comprehension. They also understand that standing over a student and asking them to read a text over and over again until they “get it” demeans the student and disrupts the comprehension process.
Vygotsky might assert that such an educator is asking a student to do something they simply cannot do – even with assistance – because the student has not been exposed to the sentence structures, vocabulary skills, and reading fluency necessary to engage with the text. However, with Adaptive Reader’s leveled and translated texts, students can begin with theSilver Edition, to engage their ZPD with new information and, in time, utilize the Gold and Original editions to engage in deeper cognitive work and enhance their overall comprehension.
Balancing Rigor > Mitigating Frustration > Accessing ZPD
Providing students the ability to progress along a simplicity and complexity bandwidth, with Adaptive Reader’s leveled texts, balances rigor while mitigating learner frustration.
By engaging student agency – releasing responsibility to them to navigate through their own comprehension comfort – educators learn to trust both the process and the student. Furthermore, it creates trust between teacher and learner, as well as a greater opportunity for the teacher to become a facilitator of student learning that can positively impact their success across disciplines and in life
Conclusion
Providing students with the toggle power to progress from simpler texts to more complex texts places the comprehension work on the learner. In addition, it allows students to collaborate with the more knowledgeable others – in this case – Adaptive Reader’s digital resources rather than over relying on their teacher. Balancing what students can do independently and determining what they will struggle with – without support – essentially becomes a collaborative task. Similar to our students collaborating with their digital resources to access their ZPD, we have to collaborate with our students to reach it.