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Siti Norazimah Mohammad, Dato Othman Primary School, BruneiAbstract
Building on insights from the earlier NextGen Reader Program, this classroom-based study investigates how the AI-powered platform ReadTheory supports the development of three key metacognitive skills: planning, monitoring, and reflecting, among 120 primary students (Years 3 to 5) in a Bruneian government school. ReadTheory is a free, web-based adaptive reading platform that offers automatically leveled texts and comprehension quizzes based on each student’s reading ability. Aligned with Brunei’s Ministry of Education Strategic Plan and the National Digital Transformation Plan, this platform runs as a 12-week intervention program, which involved 30 minutes as reading sessions and facilitated by a literacy coach. Students participated in adaptive reading practice alongside structured metacognitive routines such as setting reading goals (e.g. complete two passages with scores > 70%), recorded vocabulary and quiz scores in logbooks, and used ReadTheory’s explanation tools to reflect on incorrect answers. A mixed-method study was used to collect quantitative data from ReadTheory scores and Lexile pre/post assessments, with qualitative data collected through open-ended surveys from students and teachers. The findings found increased student engagement with improved reflective reading habits. Students who consistently applied metacognitive strategies showed improvement in their Lexile reading scores. While the short-term findings appear encouraging, it is recommended that future research conducted examine long-term impact and learning patterns across broader range of student groups with bigger sample sizes. The current study indicates how integrating adaptive AI-powered reading platforms with structured metacognitive guidance and teacher support may enhance literacy outcome and promote independent learning among primary students.
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