The study identifies the challenge of improving student

The gap

Evidence profile

Sourced from the recommendations and future-work section and stated challenges of the source papers, classified as general, spanning 3 journals.

Supporting evidence — 3 representative gaps

• Teachers’ Roles in Developing Third-Grade Students’ Reading Habits Through a Deep Learning Approach (2026) · Journal of General Education and Humanities · doi

  Based on the research findings, the researcher offers the following recommendations: Teachers are expected to continue developing their creativity in designing engaging and innovative reading lessons, and further to optimize the implementation of a deep learning approach so that students not only read but also understand and critique the content in depth. Schools are expected to increase support for literacy activities, particularly by providing more varied facilities and reading materials tailored to students' needs, thereby increasing students' interest in reading more evenly. Students are expected to increase their awareness of reading as a learning necessity, not just an obligation, so that reading habits can develop independently and sustainably. Future researchers are expected to expand this research with a broader scope, both in terms of the number of subjects and research approaches, to obtain more comprehensive results regarding students' reading habits. REFERENCES S. N. Aini and A. W. Oktaviana, “Tri Pusat Pendidikan Sebagai Sarana Pendidikan Karakter Anak Sekolah Dasar,” vol. 02, no. 01, pp. 9–19, 2024. G. Fauville, C. Strang, M. A. Cannady, and Y.-F. Chen, “Development of the International Ocean Literacy Survey: measuring knowledge across the world.,” Environ. Educ. Res., vol. 25, no. 2, pp. 238– 263, Feb. 2019, doi: 10.1080/13504622.2018.1440381. D. P. Fadillah and I. Istikomah, “The Strategy Of School Literacy Culture In Elementary School,” Nazhruna: Jurnal Pendidikan Islam, vol. 4, no. 3, pp. 503–517, Oct. 2021, doi: 10.31538/nzh.v4i3.1614. H. H. Sukma, “Strategi Kegiatan Literasi Dalam Meningkatkan Minat Baca Peserta Didik Di Sekolah Dasar,” Jurnal VARIDIKA, vol. 33, no. 1, pp. 11–20, Jul. 2021, doi: 10.23917/varidika.v33i1.13200. M. Mirnawati, “Gerakan Literasi Sekolah dalam Meningkatkan Minat Baca,” Studia Manageria, vol. 5, no. 1, pp. 53–60, Jun. 2023, doi: 10.19109/studiamanageria.v5i1.16599. F. Dafit and Z. H. Ramadan, “Pelaksanaan Program Gerakan Literasi Sekolah (GLS) di Sekolah Dasar,” Jurnal Basicedu, vol. 4, no. 4, pp. 1429–1437, Nov. 2020, doi: 10.31004/basicedu.v4i4.585. A. Purwanto, R. Rugaiyah, and M. Madhakomala, “Studi Literatur: Efektivitas Gerakan Literasi dalam Meningkatkan Sumber Daya Peserta Didik di Sekolah Dasar,” SOSMANIORA: Jurnal Ilmu Sosial dan Humaniora, vol. 2, no. 1, pp. 122–129, Mar. 2023, doi: 10.55123/sosmaniora.v2i1.1768. N. A. Puspitasari and S. Sukartono, “Problematika Guru dalam Menumbuhkan Budaya Literasi Membaca pada Peserta Didik Sekolah Dasar,” Jurnal Basicedu, vol. 6, no. 3, pp. 4342–4350, Apr. 2022, doi: 10.31004/basicedu.v6i3.2830.

  generalrecommendationsevidence 5/5
  Keywords: sekolah reading students dasar jurnal literasi dalam expected pendidikan basicedu literacy meningkatkan peserta didik gerakan
• İlkokul Türkçe Dersinde Teknoloji Kullanımının Okuma Başarısı Üzerindeki Etkisi: Bir Meta-Analiz Çalışması (2026) · Ana Dili Eğitimi Dergisi · doi

  The study suggests that future research should investigate the effect of technology use on reading achievement in different contexts and populations. The study recommends that future research should use more advanced methodologies, such as machine learning algorithms, to analyze the data. The study implies that future research should explore the potential of technology use to support reading skills in students with special needs.

  generalfuture-work sectionevidence 5/5
  Keywords: study suggests future research investigate effect technology use
• Teachers’ knowledge of language constructs for early reading instruction in Arabic: differences by specialization, certification, gender, and experience (2026) · Reading and Writing · doi

  The study identifies the challenge of improving student outcomes in reading as complex, shaped by multiple linguistic, cognitive, and contextual factors. The study highlights the need for highly qualified teachers to support literacy development. The study notes the limited evidence on the variations in teachers' knowledge by teacher characteristics, such as specialization, teaching experience, certification status, and gender.

  generalstated challengesevidence 5/5
  Keywords: study identifies challenge improving student outcomes reading complex

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