ENHANCING CHILDREN’S READING PRACTICE THROUGH EARLY AND ADAPTIVE FEEDBACK

Abstract

Reading proficiency is a critical skill for academic and personal success, yet many educational tools lack the adaptive feedback necessary to address individual learning needs effectively. Existing systems often provide static feedback that fails to adapt to the learner’s pace, particularly in vocabulary acquisition and pronunciation skills. This research introduces a personalized reading assistance system, Reading companion system, designed to fill these gaps by integrating dynamic, adaptive feedback mechanisms for vocabulary and detailed, step-by-step guidance for pronunciation. The Reading companion system’s (RCS) adaptive vocabulary component utilizes dynamic difficulty scaling and personalized learning paths to adjust vocabulary complexity based on each learner’s progress, ensuring that students remain engaged without feeling overwhelmed. For pronunciation, the Reading companion system of- fers a step-by-step breakdown of difficult words, with phonetic guidance that helps students build confidence and accuracy in reading aloud. Together, these components provide a comprehensive, learner-centered feedback approach that tailors the reading experience to each student’s unique needs. To evaluate the usefulness of the RCS, a study was conducted with 14 participants, including teachers and caregivers of children aged 6–12. The study explored the perceived impact of the system’s adaptive feedback on vocabulary retention and pronunciation proficiency through qualitative interviews and thematic analysis. Key findings highlighted the system’s ability to dynamically adapt to individual needs, fostering meaningful improvements in reading skills. By focusing on adaptive vocabulary support and structured pronunciation guidance, this study addresses significant gaps in educational technology. The findings are anticipated to demonstrate improvements in vocabulary retention and pronunciation proficiency, contributing a scalable, personalized approach to reading education.