Effective reading intervention strategies for primary grade students in Indonesia: a 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.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 21 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.