Effectiveness of the READI Model in Foundational Reading Literacy Across Diverse Primary Education Contexts

The persistent problem of low early reading proficiency among primary school students represents a global educational challenge, as evidenced by national literacy assessments and international learning poverty reports. This study examines the READI Model (Reading Engagement and Development for Initial Literacy) as an integrative pedagogical approach designed to strengthen foundational reading literacy by combining phonological instruction, learner engagement, and sociocultural support. Using a mixed-methods sequential explanatory design, the study involved 90 students and 9 teachers from primary schools situated in urban, semi-urban, and rural contexts in Indonesia. Quantitative results indicated substantial improvement across key foundational reading domains, including phonemic awareness, letter–sound knowledge, reading fluency, and comprehension. These findings were reinforced by qualitative evidence highlighting adaptive teaching practices, active student participation, and strengthened school–family collaboration as central mechanisms supporting literacy development. The study demonstrates that the READI Model offers a scalable and context-responsive framework for early literacy instruction. Its integration of cognitive, motivational, and sociocultural dimensions provides important implications for literacy policy, teacher professional development, and the design of inclusive foundational literacy interventions in diverse educational contexts globally.

Hali tarjima qilinmagan