‘READVOLUTION’: ENHANCING READING LITERACY AMONG PRIMARY SCHOOL PUPILS THROUGH AN INNOVATIVE READING INTERVENTION

Abstract

Primary literacy remains a significant challenge. Cutting-edge digital offerings are needed to accommodate the "Alpha Generation." This study appraises READvolution, a web-based "Smart Literacy" portal. Modernisation of reading, achieved via interactive engagement and pedagogical scaffolding, was the central design principle for the platform. Through its interactive features and adaptive scaffolding, instant feedback is delivered to pupils, enabling them to personalise their reading experiences and minimise frustration. Using a descriptive research design, the study analysed the perceptions of 39 primary school pupils (n=39) after a two-week intervention. Four thematic constructs were measured using a 15-item questionnaire. These included perceived enjoyment, ease of use, perceived usefulness, and reading motivation. Findings exposed an overwhelmingly positive reception. Pupils reported high mean scores for Enjoyment and Ease of Use (̅x = 4.59). They expressed a distinct preference for the digital interface over traditional textbooks. The "Smart" elements of the platform notably raised reading confidence and lowered learning anxiety. A key finding of the study indicates READvolution's perceived success. Positive reading attitudes are effectively fostered by the application, largely because it aligns with students' digital inclinations. These results indicate the critical importance of integrating user-centric, web-based platforms into remedial curricula, aiming to enhance student self-efficacy and modernise literacy instruction. This research further emphasises the significance of the learner's voice in developing resilient 21st-century educational tools.