The Impact of Employing Artificial Intelligence Technologies on the Development of Reading Comprehension

The development of reading comprehension among a sample of primary school students in Riyadh, through the implementation of the i-Ready platform as an adaptive instructional system that analyzes performance data and personalizes learning pathways according to individual learner needs. The study was grounded in the growing importance of enhancing reading skills in light rapid digital transformation and the increasing demand for integrating artificial intelligence technologies into general education to improve learning outcomes.

The study adopted a quantitative approach using a longitudinal multi-measurement design to track the growth of reading comprehension across four time points during the academic year. The sample consisted of (294) students from Grades Three, Four, and Five. The measurement instrument included standardized scores generated by the adaptive assessment within the i-Ready platform, in addition to usage dosage indicators such as total minutes completed, lessons finished, and mastery rates.Data were analyzed using latent growth modeling within the framework of structural equation modeling, along with multi-group growth analysis to examine differences associated with demographic variables (gender and grade level).

The findings revealed statistically significant growth in reading comprehension over time. The intensity of platform usage demonstrated a significant positive effect on the rate of growth, and demographic variables contributed to explaining variance in both initial status and growth trajectory.  

The results emphasized the value of leveraging learning analytics to support evidence-based educational decision-making.

In light of the findings, the study recommended integrating AI-based adaptive learning systems into primary-level reading development programs, while establishing clear usage standards to maximize instructional effectiveness. The study also suggested conducting future research examining additional variables such as motivation, self-directed learning strategies, and the impact of adaptive interventions on other language skills.