Although research has identified oral language, print knowledge, and phonological sensitivity as important emergent literacy skills for the development of reading, few studies have examined the relati

The gap

Consensus across the literature

Supporting evidence — 8 representative gaps

• The effect of using Bearly AI on developing reading comprehension skills among female tenth-grade EFL students (2026) · doi

  The present study’s rigorous methodology and the caliber of the evidence it generates constitute its main strengths. The theoretical framework guiding this study draws upon several key learning and instructional theories relevant to foreign language acquisition and the integration of technology in education. Moreover, by evaluating improvements in reading comprehension objectively and reducing bias through standardized procedures, the findings provide strong empirical evidence for the positive impact of AI-assisted instruction on EFL learners’ reading performance. In this context, the quasi-ex- perimental design with pre- and post-testing provides robust quantitative evidence. In addition, the use of an expert-approved instrument—the reading comprehension test—further enhances the reliability and validity of the results. Furthermore, the study is theoretically grounded in high-quality literature and a variety of empirical investigations, which further justifies the intervention and enhances the credibility of the findings. Moreover, because the intervention was implemented in actual classroom settings using authentic curricular materials, the study demonstrates high practical applicability, and the findings are directly The Effect of Using Bearly AI on Developing Reading Comprehension Skills 13 Technology in Language Teaching & Learning, 8 relevant to school-based EFL classroom instruction. Another strength is that Bearly AI’s differentiated training enhances ecological validity and learner engagement by providing authentic, tailored learning experiences. Finally, because the study examined Jordanian female tenth-grade EFL learners, a demo- graphic group that has received limited research attention, it provides context-specific insights that extend research on AI-assisted reading instruction. The present study has some limitations. It was conducted at a single secondary school for girls under the Zarqa Directorate of Education, with a relatively small sample (54 female tenth-grade students). Participants were selected using purposive sampling based on school access and laboratory avail- ability, which may have introduced selection bias and limited the representativeness of the sample. Although adequate for a quasi-experimental design, the single-site context and sample size constrain the generalizability of the findings. In addition, intact classes were used with group-level assignment, which limits causal inference. Data collection relied solely on pre- and post-tests of reading comprehension; no qualitative or pro- cess-level data (e.g., engagement, strategy use, or AI interaction logs) were collected, and explanatory interpretations are therefore theoretically informed rather than empirically verified. Using the same test for pre- and post-assessment may have introduced practice effects; although a four-week interval was maintained and test items were not reviewed during instruction, familiarity effects cannot be ruled out. Finally, the short intervention period (second semester, 2024/25) precluded examination of long- term effects, and outcomes were limited to reading comprehension, excluding other language skills.

  Keywords: reading comprehension instruction using evidence learning language context post test enhances intervention school limited sample
• The ESTRELLA Way: An Appreciative Inquiry-Based Reading Intervention for Early Grade Struggling Readers (2026) · doi

  Based on the findings of the study, schools are encouraged to institutionalize early literacy screening using the Comprehensive Rapid Literacy Assessment (CRLA) to identify learners who are classified as Low Emerging Readers. This allows for timely, targeted, and data-driven intervention focusing on foundational literacy skills such as letter sounds, rhyming words, sentence reading, reading fluency, and comprehension. In addition, since both interventions showed weaker gains in reading fluency and comprehension, teachers are encouraged to strengthen sustained instructional practices such as guided reading, repeated oral reading, vocabulary enrichment, and meaning-making activities, as these competencies require longer and more consistent exposure to develop. Given the significant improvements observed in both groups and the consistently higher gains of learners exposed to the ESTRELLA Way, schools may consider adopting it as a complementary literacy enhancement approach within existing reading programs. Its learner-centered and Appreciative Inquiry–based structure, which emphasizes empowerment, positive engagement, and motivation, may further strengthen reading development. Finally, future researchers are encouraged to conduct longitudinal and comparative studies to examine the long-term effects of the ESTRELLA Way, particularly on reading fluency and comprehension, and to explore its applicability in diverse educational contexts.

  Keywords: reading literacy encouraged fluency comprehension based schools learners gains strengthen estrella institutionalize early screening using
• Effectiveness of a Phonics-Based Reading Intervention in Improving the Beginning Reading Skills of Key Stage 1 Learners at Pedro Redondo Elementary School, Surigao del Sur Division: A Quasi-Experimental Study (2026) · doi

  • The school should continue implementing phonics-based reading interventions for Key Stage 1 learners as part of its regular reading program. • Teachers should provide explicit and systematic instruction in letter-sound recognition, blending, segmentation, word decoding, and decodable text reading. • Reading comprehension activities should be strengthened through vocabulary preview, picture walk, WH- questions, sequencing, retelling, story mapping, and guided discussion. • Oral reading fluency practice should be conducted regularly through choral reading, echo reading, paired reading, and repeated reading. • Learners should be grouped according to reading level so that Beginning, Developing, and Proficient/Grade Ready learners receive appropriate reading support. • Parents and guardians should be involved through simple take-home reading materials, reading logs, and short daily home reading routines. • Project PHONICS-PLUS should be implemented as a continuing school-based reading enhancement program, with regular assessment and progress monitoring using CRLA-aligned tasks. • Future researchers may conduct similar studies with a wider scope, longer implementation period, comparison group, or additional variables such as attendance, home reading environment, and learner motivation.

  Keywords: reading learners home school phonics based regular program continue implementing interventions stage part teachers provide
• Interactive reading techniques and students’ reading engagement (2026) · doi

  1. Teachers may integrate a wider range of interactive reading strategies, such as collaborative reading, role- playing, and multimedia-supported instruction, to enhance students' engagement and comprehension. 2. School leaders may support the implementation of interactive reading techniques by providing access to instructional materials, learning technologies, and professional development opportunities for teachers. 3. Curriculum developers may incorporate structured interactive reading activities into reading programs to promote active learning and improve literacy outcomes. 4. Education policymakers may design and implement training programs that strengthen teachers' competencies in using interactive and student-centered instructional approaches. 5. Teacher education institutions may include interactive reading strategies as part of pre-service and in-service training to prepare educators for diverse classroom contexts. 6. Future researchers may explore the application of interactive reading techniques in other subject areas and educational levels to expand their pedagogical relevance. REFERENCES Acuña-Torres, L., Pezo, R., Garcia, B. I., & Campano, M. R. (2024). Impact of technological tools for reading comprehension in post-pandemic schoolchildren. International Journal of Religion, 5(9), 411- 424. https://doi.org/10.61707/0ebepr62 Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications. Ceyhan, S., & Yildiz, M. (2021). The effect of interactive read-aloud on student reading comprehension and reading motivation. Electronic Journal of Elementary Education, 13(4), 423– 435. https://iejee.com/index.php/IEJEE/article/view/1258 Department of Education. (2023). National reading program report: Addressing learning gaps in basic education. Department of Education, Philippines. Hen, M., Deri, N., & Dolev, N. (2025). Face-to-face versus digital dialogic reading: A reading study on language skills in preschool children. Early Child Development and Care, 195(3), 163-178. https://doi.org/10.1080/03004430.2025.2465636 Guldenoglu, B. N. D. (2025). Enhancing vocabulary and listening comprehension skills in children with limited language proficiency: The impact of dialogic reading interventions. SAGE Open, 15(3). https://doi.org/10.1177/21582440251367895 Lestari, G. P., Syihabuddin., Kosasih, A., & Somad, M. A. (2023). The effectiveness of interactive reading models in improving students' language skills. International Journal of Learning, Teaching and Educational Research, 22(9), 200–215. https://www.ijlter.net/index.php/ijlter/article/view/1742 394 International Journal of Education, Learning, and Pedagogical Sciences (INJELPS) Pagute, J., & Apas, R. (2025). Interactive Activities: A Strategy in Improving Reading Comprehension among Grade 4 Learners. Psychology and Education: A Multidisciplinary Journal, 44 (4), 502-515. https://do

  Keywords: reading interactive education https comprehension learning journal teachers international language skills strategies students techniques instructional
• Reading comprehension in Sepedi foundation phase by Khelovedu learners (2026) · doi

  Reading comprehension in the Foundation Phase is widely recognised as a key outcome of early literacy instruction. Research in the science of reading, together with the Simple View of Reading, highlights that understanding meaning from text depends on both accurate decoding and strong language comprehension. In addition, factors such as background knowledge and reading fluency also contribute to reading comprehension. Studies from countries such as the United States, England, and Australia, where systematic phonics instruction is commonly implemented, demonstrate significant improvements in learners’ word recognition. These gains support better reading comprehension, particularly among learners from disadvantaged backgrounds (Castles, Rastle & Nation 2018; National Reading Panel 2000; Rose 2006). In these contexts, learners who develop automatic decoding skills are better able to focus on understanding the meaning of texts. Research from Canada and China further indicates that interactive approaches such as reciprocal teaching improve vocabulary development, oral reading fluency, and higher- order comprehension skills. Reciprocal teaching involves learners taking turns to lead discussions using strategies such as questioning, summarising, clarifying, and predicting. These approaches enable learners actively to construct meaning from texts rather than merely decode words (Palincsar & Brown 1984; Rosenshine & Meister 1994). Overall, these findings suggest that effective early reading instruction promotes learners’ ability to read for meaning when decoding and comprehension strategies are integrated. In contrast, evidence from South Africa reveals consistently low levels of reading comprehension in the early grades. Progress in International Reading Literacy Study 2021 found that 81% of Grade 4 learners could not read for meaning in any language, indicating that most learners leave the Foundation Phase without functional comprehension skills (Oxford University Press 2023; Spaull 2023). These findings are supported by the 2030 Reading Panel (2025), which reported that approximately 80% of Grade 3 learners are unable to read for meaning, suggesting that comprehension difficulties begin early and remain largely unresolved. low Research conducted within African language contexts further underscores the severity of this challenge. Studies involving Sesotho-speaking levels of learners reveal very oral reading fluency and limited letter–sound knowledge, both of which are strongly associated with poor reading comprehension (Vaz 2024). Similarly, research on early grade reading benchmarks indicates that learners who fail to acquire foundational reading skills, including phonological awareness, letter–sound knowledge, and fluency are at high risk of struggling to comprehend texts as they progress (Qvist 2023). Given the limited large-scale data available on Sepedi, this study seeks to explore the extent to which Foundation Phase learners taught in Sepedi can move beyond surface-level decoding and engage meaningfully with written texts.

  Keywords: reading learners comprehension meaning early decoding fluency skills texts foundation phase instruction language knowledge read
• Development of Contextualized Short-Story Based Reading Intervention Materials (2026) · doi

  Based on the conclusions of the study, the following recommendations are proposed: 1. Teachers may utilize the Short Story-Based Reading Intervention Material to address learners’ difficulties in word recognition and decoding, reading fluency, vocabulary development, and reading comprehension. 2. The Short Story-Based Reading Intervention Material may be implemented in classroom instruction to provide structured, contextualized, and skills-based reading support for Grade 5 learners. 3. School administrators may adopt the developed material as a supplementary instructional resource due to its established high level of validity across all evaluation criteria. 4. Future researchers may conduct experimental studies using pre-test and post-test design to determine the effectiveness of the material in improving learners’ reading performance. 6.References Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy. Longman. Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). Guilford Press. Department of Education. (2016). K to 12 curriculum guide in English. Department of Education. Department of Education. (2017). Learning Resources Management and Development System (LRMDS) manual. Department of Education. Department of Education. (2018). Philippine Informal Reading Inventory (Phil-IRI) manual. Department of Education. Department of Education. (2020). Every Child A Reader Program (ECARP) framework. Department of Education. Duke, N. K., & Cartwright, K. B. (2021). The science of reading comprehension instruction. Reading Research Quarterly, 56(S1), S1–S17. Studies in Interdisciplinary Horizons 100 Contextualized Teaching Practices and Learner Engagement in Multigrade Elementary Education: Experiences of Grade Five Teachers in Mountain Province Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188. Federe, L., Gomonid, J., Jose, M., & Genelza, G. (2023). Comprehension of Philippine fables among learners: Basis for reading intervention program. International Journal of Educational Research and Innovation, 20, 45–58. Fisher, D., Frey, N., & Hattie, J. (2016). Visible learning for literacy. Corwin Press. Guthrie, J. T., Klauda, S. L., & Ho, A. N. (2017). Modeling relationships among reading instruction, motivation, engagement, and achievement. Reading Research Quarterly, 52(1), 9–26. Jeni, R. (2020). Enhancing reading comprehension through short stories. Journal of English Education Studies, 5(1), 23–30. Lutfia, R., Nanda, D., & Fitria, W. (2023). The effectiveness of short stories in improving students’ reading comprehension. Journal of Language Teaching and Research, 14(2), 215–223.

  Keywords: reading education department comprehension based short material learners instruction learning intervention teaching journal teachers story
• Demotivational Factors in Omani EFL Reading Texts: A Mixed-Methods Curriculum Evaluation (2026) · doi

  EFL classrooms. It is evident that both curriculum designers, schools, teachers and policymakers need to work collaboratively to enhance • the Omani ELT curriculum. Some recommendations can be suggested as follows: • • • • • • At the curricular level, it is essential to revise reading materials to enhance cultural relevance, authenticity, and cognitive accessibility. Curriculum developers are encouraged to incorporate a balanced range of genres (informational, authentic, and multimodal texts) rather than over-reliance on fictional passages At the institutional level, educational authorities and schools should provide sustained professional development programs focusing on teaching reading comprehension, motivational pedagogy, and differentiated instruction in EFL contexts. Schools can promote a reading culture by establishing reading clubs, digital libraries, and extensive reading programs that encourage voluntary reading beyond the textbook. At the classroom level, teachers should adopt student-centered and motivation-oriented instructional practices to enhance engagement with reading texts. This includes activating prior knowledge, using pre-reading discussions, and connecting texts to students’ real-life experiences to increase relevance and expectancy for success. Differentiated instruction, such as tiered tasks and vocabulary scaffolding, can help address mixed-ability classrooms and reduce cognitive overload. Incorporating interactive strategies can foster deeper engagement and persistence. Additionally, providing choice in reading topics, integrating multimodal resources, and using formative assessment to monitor comprehension can strengthen students’ reading self-efficacy and sustained motivation By addressing these areas, the Omani ELT curriculum can better support students' reading comprehension and foster a

  Keywords: reading curriculum schools enhance level texts comprehension students classrooms teachers omani relevance cognitive multimodal sustained
• Application Practice and Teaching Value of NotebookLM in International Chinese Reading Instruction (2026) · doi

  Reading instruction is a key link in international Chinese language acquisition, and there are still many practical problems in current teaching practice: learners' language proficiency levels are significantly differentiated, it is difficult to achieve hierarchical adaptation of reading texts, the interpretation of cultural connotations in texts remains insufficient, and teachers’ energy is limited, making it difficult to carry out refined personalized teaching.

  Keywords: reading language teaching difficult texts instruction link international chinese acquisition there still practical problems current