Document Type : Research Paper
Author
Education Organization
Abstract
The Perls International Test is one of the most reliable tools for measuring reading skills in elementary school students، and the different results of countries in recent years indicate the need to examine the factors affecting student success. This study aimed to systematically analyze the results of studies conducted on educational interventions that are effective in improving reading skills in fourth-grade students. The research design was a systematic review، and the statistical population included all scientific articles published in the Springer، ScienceDirect، Cyberleninka، Normags، and Eric databases over the past decade. Using a targeted search and applying inclusion and exclusion criteria، eligible studies were selected and analyzed based on the type of intervention، research method، statistical population، and reading comprehension indicators. The data collection tool was a checklist of selected studies based on the PRISMA model (Mohr et al.، 2009)، and the data were analyzed using a qualitative content analysis method. The results showed that interventions based on teaching inference strategies، effective teacher-student interaction، and the use of digital learning technologies had the greatest impact on improving reading skills and Perls test results. Also، continuity of intervention، constructivist approach in instructional design، and active student participation were positively related to improving reading comprehension. Based on these findings، the present systematic review can provide practical guidance for teachers، administrators، and educational policymakers in designing programs to promote reading literacy in elementary school by providing empirical evidence.
Keywords
- Reading
- reading comprehension
- Perls test
- systematic analysis
- elementary education
- educational interventions
Main Subjects
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