The Impact of the Social Environment on the Teaching and Learning of English Reading at Grade One level in Tsholotsho Rural District of Zimbabwe

This case study explores the impact of the social environment on the teaching and learning of English reading at Grade One (1) level in Tsholotsho; which is a rural district in Zimbabwe. Employing a qualitative research method, this study utilizes focus groups to investigate the complex relationships between social environmental factors and English reading outcomes. The Early Grade Reading Assessment (EGRA) tool was used to assess reading proficiency. The study draws on Vygotsky's Sociocultural Theory and Bronfenbrenner's Ecological Systems Theory to understand the interconnectedness of social factors influencing English reading development. Findings largely reveal that rural grade one learners face challenges in reading comprehension, phonemic awareness, and word recognition. The social environment: including parental involvement and level of literacy, socio-economic status, and community support, significantly influence the teaching and learning of English in rural set-ups at grade 1 level. The study highlights the need for targeted interventions and support systems to foster a conducive learning environment and improve reading proficiency among learners at this level considering that their reading success is critical for future educational endeavours. By exploring the nuances of the social environment in as much as it influences English reading development, this research aims to inform evidence-based strategies for improving the quality of reading in rural communities.