DEVELOPING READING LITERACY AMONG PRIMARY SCHOOL STUDENTS THROUGH MODERN TEACHING STRATEGIES
Abstract
The rapid integration of modern teaching strategies-encompassing digital
pedagogy, differentiated instruction, and gamified learning environments-is
fundamentally transforming reading literacy in primary education. This paper
presents a critical scientific literature review of recent peer-reviewed
advancements in early literacy development, evaluating their pedagogical efficacy,
implementation challenges, and cognitive boundaries. The review synthesizes
findings on adaptive learning technologies, which transition reading acquisition
from uniform rote memorization to continuous, personalized cognitive
development. Furthermore, the convergence of traditional print media and
interactive multimedia is examined through the lens of emerging challenges, such
as the "screen inferiority" effect and superficial cognitive processing. Despite
significant methodological maturation, a critical research gap persists regarding the
longitudinal neuro-pedagogical validation of non-linear, technology-driven reading
formats in early childhood. The study concludes that while modern strategies
dramatically enhance student engagement and phonological awareness, their
integration into foundational educational environments relies heavily on the future
development of balanced, hybrid pedagogical frameworks that safeguard deep
reading comprehension.
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