EVIDENCE-BASED READING INTERVENTIONS FOR STUDENTS WITH READING DIFFICULTIES: A SYSTEMATIC REVIEW

Abstract

Reading difficulties remain a persistent barrier to learners’ academic success, particularly in marginalized and resource-constrained contexts such as the Mlang South District. This systematic review synthesized current evidence-based reading interventions implemented globally and nationally to determine their effectiveness, challenges, and applicability to local educational settings. Guided by PRISMA procedures, 150 peer-reviewed studies were initially identified, of which forty to fifty met the inclusion criteria based on the PICO framework, methodological rigor, and relevance to learners with documented reading difficulties. The systematic analysis revealed three overarching themes. First, structured phonics-based and multisensory interventions consistently demonstrated strong effects on decoding accuracy, phonemic awareness, and reading fluency. Second, collaborative and community-supported programs, including peer tutoring, volunteer-led sessions, and family literacy initiatives, significantly enhanced motivation and sustained reading engagement, especially when complemented by technological tools such as mobile learning applications and assistive devices. Third, personalized, culturally responsive, and affective literacy supports, including individualized reading plans, storytelling approaches, and anxiety-reduction strategies—were effective for learners requiring tailored and emotionally supportive pathways to literacy. Across the reviewed studies, common barriers included socio-economic constraints, inadequate teacher training, limited access to technological resources, and mismatches between curriculum materials and learners’ cultural backgrounds. Strategies such as early screening, localized materials development, structured teacher capacity-building, and stronger community partnerships were found to address these barriers effectively. Overall, the review highlights that the most successful literacy interventions integrate cognitive, socio-emotional, technological, and cultural dimensions of learning. These findings offer actionable insights for educators, school leaders, and policymakers in designing sustainable, inclusive, and evidence-driven reading programs aligned with Sustainable Development Goal 4. The review underscores the need for localized, multi-component literacy frameworks that can effectively support non-readers and foster long-term reading proficiency.