The Impact of Digital Literature Intervention on Reading Comprehension Skills of Elementary-Level Children with Specific Learning Disabilities

Abstract

This study addresses the persistent challenge of improving reading comprehension skills among children with special needs, who often face significant barriers to literacy. The main objective was to evaluate the effectiveness of digital literature interventions in enhancing these skills. Employing a quasi-experimental research design, the study involved 48 children with specific learning disabilities from public and private schools. Data were collected using pretests and post-tests that assessed reading comprehension alongside questionnaires to gather qualitative feedback on the digital resources. The results indicated a significant improvement in reading comprehension skills. Participants’ mean scores increased from 42.19 in the pretest to 55.38 in the post-test. The analysis confirmed that this enhancement was statistically significant (F = 14.158; p < 0.05), demonstrating that digital literature effectively facilitated better comprehension. The study found a significant interaction effect based on school type with an F value of 19.191 (p < 0.05). This suggests that the impact of digital literature interventions differed between public and private schools, indicating that contextual factors play a crucial role in the effectiveness of educational interventions. This hypothesis was also supported, with the significant interaction effect indicating that the interventions had varying levels of effectiveness in public versus private school settings. The study concludes that digital literature is valuable for enhancing reading comprehension among children with special needs. The research contributes to understanding how digital interventions can support literacy development and highlights the importance of contextual factors in educational outcomes.outcomes.