Teachers’ support in developing reading skills: A systematic literature review.
DOI:
https://doi.org/10.24200/jonus.vol10iss1pp239-273Abstract
Background and Purpose: Teachers' support is essential for developing students' reading skills, which are crucial for academic success and lifelong learning. While many studies focus on reading education, there is a need for a systematic review of how teachers enhance students' reading skills. This study synthesizes research on teachers' interventions in reading development.
Methodology: This systematic review follows Reporting Standards for Systematic Evidence Syntheses (ROSES) guidelines. Research questions were framed using the Population, Intervention, Comparison, Outcome (PICO) framework. Systematic searches across Scopus, Web of Science, ERIC, and Science Direct targeted articles from 2019 to 2023. Eligible studies were appraised with the Mixed-Methods Appraisal Tool (MMAT). Thematic analysis, based on Braun and Clarke’s framework, synthesized findings through familiarization, coding, theme identification, and reporting.
Findings: Analysis identified five main themes and 21 sub-themes: (1) Technology-Enhanced Reading Interventions, (2) Instructional Approaches for Reading Development, (3) Inclusive Education and Differentiated Instruction, (4) Home-School Collaboration in Reading Education, and (5) Assessment and Monitoring of Reading Progress. These themes highlight how teachers support reading development across diverse contexts.
Contributions: This review provides critical insights into effective strategies teachers can adopt to improve reading skills, contributing to educational research and policy development.
Keywords: Reading skills, teacher support, reading interventions, literacy development, systematic review.
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Emilia, E., Sujatna, E. T. S., & Kurniasih, N. (2022). Training teachers to teach PISA-like reading: A case in Indonesia. Indonesian Journal of Applied Linguistics, 12(1), 56-76.
Epstein, J. L., Sanders, M. G., Sheldon, S. B., Simon, B. S., Salinas, K. C., Jansorn, N. R., Van Voorhis, F. L., Martin, C. S., Thomas, B. G., Greenfeld, M. D., Hutchins, D. J., & Williams, K. J. (2018). School, family, and community partnerships: Your handbook for action. Corwin Press.
Erni, M., Azhar, F., & Hasnah Faizah, A. R. (2023). The development of the inquiry complexity reading strategy (ICRS) in online academic reading. Theory and Practice in Language Studies, 13(6), 1349-1359.
Fan, W., & Williams, C. M. (2009). The effects of parental involvement on students’ academic self-efficacy, engagement, and intrinsic motivation. Educational Psychology, 30(1), 53–74.
Flemming, K., Booth, A., Garside, R., Tunçalp, Ö., & Noyes, J. (2019). Qualitative evidence synthesis for complex interventions and guideline development: Clarification of the purpose, designs and relevant methods. BMJ Global Health, 4(1), 1-9.
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Gayratbek, A., & Yuldashev, U. (2023). The importance of reading skills in english learning and the role of teachers in reading comprehension. Academic Research in Educational Sciences, 4(5), 129-133.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Palgrave Macmillan Ltd.
Goldfeld, S., Snow, P., Eadie, P., Munro, J., Gold, L., Le, H. N. D., Orsini, F., Shingles, B., Connell, J., Watts, A., & Barnett, T. (2022). Classroom promotion of oral language: Outcomes from a randomized controlled trial of a whole-of-classroom intervention to improve children’s reading achievement. AERA Open, 8(1), 1-21.
Gonzales, W., & Tejero Hughes, M. (2021). Leveraging a Spanish literacy intervention to support outcomes of English learners. Reading Psychology, 42(4), 411–434.
Grasparil, T. A., & Hernandez, D. A. (2015). Predictors of Latino English learners’ reading comprehension proficiency. Journal of Educational Research and Practice, 5(1), 35-57.
Guo, Q., Kim, Y. S. G., Liu, Y., Peng, Y., Sun, W., Wang, Y., & Yang, L. (2021). The effects of a summer reading program for migrant children in migrant schools: First-year results from a randomized experiment. Asia Pacific Education Review, 22(1), 139-154.
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Haddaway, N. R., Macura, B., Whaley, P., & Pullin, A. S. (2018). ROSES reporting standards for systematic evidence syntheses: Pro forma, flow-diagram and descriptive summary of the plan and conduct of environmental systematic reviews and systematic maps. Environmental Evidence, 7(7), 1-8.
Hong, Q. N., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M. P., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M. C., Vedel, I., & Pluye, P. (2018). The Mixed Methods Appraisal Tool (MMAT) version 2018 for information professionals and researchers. Education for Information, 34(4), 285-291.
Imbaquingo, A., & Cárdenas, J. (2023). Project-based learning as a methodology to improve reading and comprehension skills in the English language. Education Sciences, 13(6), 1-19.
Iswara, P. D., Julia, J., Supriyadi, T., & Yusuf Ali, E. (2023). Developing android-based learning media to enhance early reading competence of elementary school students. Pegem Journal of Education and Instruction, 13(4), 43-55.
Jakobson, K., Soodla, P., & Aro, M. (2022). General and special education teachers’ knowledge about reading comprehension processes and instructional practices. Reading and Writing, 35(4), 2229-2256.
Kabuto, B. (2017). A socio-psycholinguistic perspective on biliteracy: The use of miscue analysis as a culturally relevant assessment tool. Reading Horizons: A Journal of Literacy and Language Arts, 56(1), 25-44.
Kao, M. A., & Mzimela, P. J. (2019). ‘They are visually impaired, not blind … teach them!’: Grade R in-service teachers’ knowledge of teaching pre-reading skills to visually impaired learners. South African Journal of Childhood Education, 9(1), 1-11.
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2025-02-28
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Teachers’ support in developing reading skills: A systematic literature review . (2025). Journal of Nusantara Studies (JONUS), 10(1), 239-273. https://doi.org/10.24200/jonus.vol10iss1pp239-273
