DIGITAL READING INTERVENTIONS FOR PRIMARY ENGLISH LEARNERS TO IMPROVE READING COMPREHENSION: A SYSTEMATIC LITERATURE REVIEW
DOI:
https://doi.org/10.35631/IJMOE.829010Keywords:
Digital Reading, Interventions, Primary Children, Reading ComprehensionAbstract
Digital approaches to reading have attracted substantial scholarly attention as a sound strategy for improving reading comprehension among primary English learners in technologically integrated learning environments. Despite the growing empirical attention, current scholarly work remains inconsistent across a range of intervention formats, student demographics, and teaching frameworks, underscoring the need for a structured consolidation of current evidence. This extensive literature review explores the prevailing research on digital reading methodologies designed to enhance reading comprehension among primary English pupils, focusing on academic achievement, digital literacy, and inclusivity. Following the PRISMA protocol, a rigorous and transparent review methodology was executed. Extensive evaluations were conducted across two major academic databases, Scopus and ERIC, using the search terms digital reading, interventions, primary children, and reading comprehension. The articles included underwent peer review and were published between 2023 and 2025 within the search parameters. After executing the processes of identification, screening, evaluating eligibility, and quality assessment, we selected a total of 28 primary studies for qualitative synthesis. Thematic analysis of the results yielded three principal themes: (1) Digital Reading Interventions and Literacy Outcomes, which underscore the mixed yet promising effects on comprehension, fluency, and vocabulary acquisition; (2) Digital Literacy, Media Literacy, and Citizenship, which accentuate the significance of both learners' and educators' digital competencies in fostering meaningful interactions with digital texts; and (3) Inclusive, Adaptive, and Technology-Supported Learning for Diverse Learners, which highlights the importance of adaptive and accessible digital methodologies for learners with a range of cognitive, linguistic, and sensory requirements. In summary, the research highlights that digital approaches to reading can greatly support comprehension when aligned with instructional strategies, context-sensitive, and inclusively crafted. The outcomes present a solid evidence framework designed to aid forthcoming research endeavours, pedagogical design, and policy creation concerning digital reading strategies in primary English teaching.
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