Theoretical and Conceptual Framework

Understanding written material is a complex endeavor, demanding a

blend of cognitive faculties and competencies such as word recognition,

decoding, and mastery of language peculiar to the text, as outlined by Oakhill,

Chain, and Elbro in 2015. Readers are tasked with deciphering the author's

cryptic language, often laden with idioms, synonyms, and antonyms, thus

unveiling the text's intended message. This suggests that for effective

comprehension, readers must not only possess the ability to recognize words

and decode text but also be proficient in the language in which it is written.

Moreover, Malcolm Knowles' theory of andragogy, more commonly

referred to as adult learning theory, as discussed by Pappas in 2013, posits

that adults engage with the learning process differently from children. It

suggests that adult learners, classified as conceptual learners, exhibit

independence, draw from diverse personal experiences, are intrinsically

motivated to learn, prioritize real-life applicability, and focus on problem-

solving activities. The structure of the andragogical model, according to the

Center for Students, the PR Group, and the Academic Senate for California in

2009, revolves around a procedural framework grounded in real-world

contexts. Mezirow's concept of the "meaning system," as elucidated in 2000,

acts as a filter through which students sieve new information, striving to

establish connections and derive significance from their learning experiences.

Reading is a fundamental skill essential for all learning endeavors,

making it a prerequisite talent. The progression of students through school

heavily relies on language development, which forms the bedrock for honing

reading and writing abilities. Given its direct correlation with long-term

academic and professional achievements, nurturing language proficiency

becomes imperative for securing every child's future success. Over the past

decade, there has been significant attention drawn towards early reading

interventions in elementary schools, aiming to bolster foundational reading

skills. Research indicates that such interventions have a profound impact on

children's cognitive processes, learning capabilities, and academic

performance. The early elementary years are particularly crucial as students

solidify their reading proficiency during this period. Studies reveal that

interventions implemented during these formative years yield more substantial

effects on reading outcomes compared to those initiated in later elementary

grades. Failure to address reading difficulties early on can lead to persistent

academic challenges throughout a student's educational journey (Bajaj, 2022).

Contextualization Theory

The contextual learning theory, as posited by Berns and Erickson in

2005, asserts that learning becomes meaningful when learners can assimilate

new information within their existing frame of reference. This approach entails

readers connecting the written text to their prior knowledge and experiences,

thereby extracting value from the text by seeking its meaning within the

context. By contextualizing reading lessons, particularly when students engage

with articles relevant to their interests, there is a potential to enhance reading

comprehension while simultaneously broadening both content knowledge and

career-related opportunities, as noted by Berns and Erickson (2005). Resnick

(1987) further highlights those traditional educational approaches often

prioritize conceptualization and symbol manipulation within the classroom,

neglecting skills crucial for real-world application. Decontextualized lectures,

she argues, leave students without a meaningful understanding of the content,

rendering it impractical in real-life scenarios.

Hence, according to Atmazaki (2017), contextualized reading materials

can help pupil’s reading comprehension and skills. It has been demonstrated

that contextualization, or teaching fundamental abilities in a discipline-specific

setting, increases the transfer of such skills to later curriculum areas. It

provides students with an authentic reading experience that speaks to their

needs both personally and academically. This authenticity can help students

transfer their abilities to other academic contexts and subject. Students can

handle new information within their own frame of reference when reading

lessons and exercises are tailored to their context and area of interest.

According to Fabre (2023), contextualization objectives to offer an true

analyzing enjoy applicable to students’ educational and private needs, main

to the switch of abilities inside one-of-a-kind educational content material

and contexts. It additionally entails the improvement of coaching substances

primarily based totally on Contextual Teaching and Learning (CTL), which

makes a specialty of connecting fundamental abilities with real- existence

conditions to make gaining knowledge of greater meaningful. Furthermore,

the manufacturing and usage of domestically produced coaching substances

are advocated to house particular contexts and beautify students’ interplay

with the material. This technique aligns with the aim of the K-12 Basic

Education Program to offer a greater localized and applicable curriculum.

Furthermore, Mahabadi (2012) suggests that localization enhances

learning effectiveness by ensuring classroom experiences are meaningful and

relevant to students. When students feel a personal connection to their

learning experiences, the knowledge gained tends to be retained more

effectively. Adherence to principles such as learning-by-doing, applied learning,

and manipulative learning is crucial for successful implementation of

localization in education. By placing children in real-world learning

environments where they have control over, can relate to, and adapt to various

learning opportunities and resources within their neighborhood or community,

deep and comprehensive learning outcomes can be achieved.

Social Constructivism

Social constructivism, as one of the foundational theories in the study's

theoretical framework, emphasizes the active role of learners in constructing

their own understanding of the world. In the context of education, social

constructivism suggests that learning is not simply the absorption of

information presented by a teacher but rather an interactive process where

learners actively engage with the material, their peers, and their environment

to construct knowledge (Fabre, 2023). This perspective highlights the

importance of social interactions, collaboration, and hands-on experiences in

the learning process.

In conjunction with social constructivism, the study also draws on

contextual learning theory, which posits that meaningful learning occurs when

students can relate the content to their real-world experiences and contexts.

Contextual learning theory underscores the significance of making instruction

relevant and familiar to students, as it enables them to see the connections

between what they are learning and their everyday lives. By anchoring

instruction in real-world contexts, educators can help students develop a

deeper understanding of the material and its applications beyond the

classroom (Atmazaki, 2017).

Nonetheless, both social constructivism and contextual learning theory

advocate for an approach to education that is student-centered, experiential,

and inquiry-based. By promoting active engagement, critical thinking, and the

application of knowledge in authentic contexts, these theories aim to foster

deeper learning and meaningful connections between prior knowledge and new

concepts specially towards reading. This aligns with the study's emphasis on

promoting critical reading education to enhance students' ability to make sense

of texts by drawing on their own experiences and background knowledge.

Overall, the integration of social constructivism and contextual learning theory

provides a robust theoretical framework for understanding and promoting

effective reading comprehension instruction.

 Astoundingly, social constructivism and contextual learning theory play

pivotal roles in enhancing the effectiveness of contextualized reading materials

for teaching English to third-grade students. According to social

constructivism, learners actively construct their understanding, which is

particularly evident when they interact with contextualized reading materials,

linking the text to their own experiences and knowledge (Vygotsky, 1978). This

active engagement fosters better comprehension and retention of the material.

Contextual learning theory further emphasizes the importance of meaningful

connections between content and real-world context for effective learning

(Brown et al., 1989). By selecting reading materials that resonate with

students' lives, educators can increase motivation and make learning more

relevant. Additionally, both theories advocate for authentic application of

knowledge in real-world settings (Jonassen, 1994). When students engage with

contextualized reading materials, they can apply English language concepts to

familiar situations, promoting deeper understanding. Furthermore, social

constructivism encourages critical thinking skills as students analyze and

interpret text, drawing conclusions based on evidence (Gergen, 1991).

Collaborative learning, another aspect emphasized by social constructivism,

enables students to discuss the text with peers, share perspectives, and learn

from each other (Vygotsky, 1978). By incorporating these theories into the

design and implementation of contextualized reading materials, educators can

create an enriching learning environment that promotes active engagement,

meaningful learning, authentic application, critical thinking, and collaborative

learning, ultimately enhancing the effectiveness of reading instruction and

supporting students in developing strong English language skills.

REFERENCES:

Atmazaki (2017).Developing Context-Based Reading Materials.p.8

Fabre, J. (2023). Preparation & utilizatin of Contextualized Reading materials.

https://www.slideshare.net/meowmingalert/preparation-utilizatin-of-

contextualized-reading-materialspptx