Effective reading intervention strategies for primary grade students in Indonesia: a systematic review
Year: 2025
Type: review
Study design: Systematic Review
Abstract: Results from international assessments showing a decline in Indonesian students’ reading literacy have prompted the Indonesian Ministry of Education to implement educational initiatives and reforms aimed at improving reading literacy. As part of these initiatives, Indonesian teachers have implemented reading intervention strategies in their schools to improve students’ reading outcomes. This paper systematically reviewed studies on effective reading intervention strategies in the primary grades, including an analysis of the qualities of the strategies that contributed to students’ improved reading outcomes. The database search returned 395 articles based on the criteria, of which 13 met the eligibility review. Results indicate that effective reading intervention strategies are varied, classifiable into four categories: materials-based, technology-based, instruction-based, and culture-based reading intervention strategies. The qualities contributing to improved reading outcomes in these strategies are interactivity, relevance, engaging visual design, and gamification. The findings suggest that a student-centered, adaptive approach be adopted in designing reading intervention strategies for primary-grade students. Implications and recommendations for further research are proposed.
Source: Cogent Education
Authors: Phyll Jhann E. Gildore, Sani Aryanto, Suharjuddin, Eskar Tri Denatara, Awiria
Institutions: University of Mindanao, Universitas Bhayangkara Jakarta Raya
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,165
OpenAlex ID: W4408962021