Reading Tool Research Articles

Prevalence of ocular manifestations of vitamin A deficiency in children: A systematic review.

Identify the prevalence of ocular manifestations due to vitamin A in children. The systematic search was carried out in September 2022. Observational studies with populations between 0-18 years old, who had ocular manifestations due to vitamin A deficiency, were included. Studies with selected subjects with underlying diseases were excluded. The results were exported to the Rayyan tool for duplicate removal and paired reading. The methodological quality assessment of the included articles was carried out with the Agency for Healthcare Research and Quality Institute instrument. 79 studies published from 1972 to 2020 were included, carried out mainly in Asia 42 (53%) and Africa 28 (35.4%). In America, 4 studies were from Brazil; no research was found in Europe. The most reported ocular manifestations due to vitamin A were: xerophthalmia in 38.0% of the articles and night blindness in 69.6%, being more common in the general population (76.3%) and less in aborigines (1.9%). %). The diagnostic methods used were: surveys (82.3%), laboratory tests (32%), ocular evaluation by optometry or ophthalmologist (25.3%) and ocular examination by trained personnel (8.9%). The studies were carried out in the general population (79.7%), hospitals (15.2%), schools for the blind (2.5%), migrants in transit (1.3%) and aborigines (1.3%). Ocular manifestations continue to represent a public health problem that affects children from 0 to 18 years of age on 4 continents, with greater emphasis on Asia and Africa. Additional studies are required to understand the impact of vitamin A deficiency in Latin America.

Migration and pathology: a comparative reading of fragmented selves in Brian Chikwava’s Harare North

ABSTRACT The paper is a comparative reading of dissociation and spirit possession as worthwhile tropes of analyzing the fragmented selves to lay basis of interpretation of similar works with African and Western cultural heritages. In spite of availability of critical works on pathological consequences of othering on African immigrants, this comparative reading is absent. Some literary scholars interrogate the clinical trope and point out the need to incorporate both the clinical and spirit possession tropes, whereas most literary scholars focus on clinical madness as a consequence of othering, this paper extends it to spirit possession among migrant characters. The article adopts postcolonialism and concepts from diverse fields to enable comparison of the clinical and possession tropes with reference to Brian Chikwava’s Harare North (2009). The study is anchored in ideas of scholars from different disciplines such as depth psychology (dissociation) and anthropology (spirit possession) as theoretical bases of interpretation. To ensure a flawless interaction of these theorists who occupy different academic disciplines, I foment an interdisciplinary exegesis by adopting Ato Quayson’s ‘Calibrations’ theory, which is a fine-tuned tool for textual close reading that ‘oscillates’ rapidly between different domains – the literary-aesthetic, the social, the cultural, and the political.

Employing ICTS: Teaching & Learning through Literature Digital Reading (LDR)

This article is based on a material produced under the umbrella of and funded by the Erasmus+ research project DILECTINGS (DIgital Literature Educational Competences for Teachers: Intercultural iNclusive Good-practices for Second-language learning), KA220-SCH-2CA4CF2E, coordinated by Prof. dr. Raffaella Leproni, Università degli Studi RomaTre. It was made available for training participants as part of Project Result 2, Module 5 (Creating Digital Stories: Story Writing Toolkit for Teachers) on the project platform. The current version aims to show that the use of technology in a friendly virtual environment is nowadays crucial in order to create a fertile atmosphere for planned teaching/ learning and that Literature Digital Reading (LDR) tools contribute to the development of the modern class substantially and encourage students to become autonomous users of foreign languages. Available ICTs aid educators in making better use of class time due to the impact of technology on the younger generations. Using a Web2.0 tool (Canva, Story Jumper, Storyboard That, Kahoot, Prezzi, etc.) leads to a more captivating and thought-provoking class, while teachers’ and students’ creating LDR exercises with such tools allows the latter to become digitally involved in the process of learning which makes it all the more successful and motivating. In the class material set, teachers may include a fable, a short story or just a fragment published by a classical author or a fragment created by themselves according to their instruction purpose. This digital piece of reading material focusing on a special teaching/ learning goal is quite valuable for educators focusing on grammar, particular vocabulary items or cultural knowledge. LDR lays the foundation of students’ more advanced vocabulary, greater fluency and supplementary cultural awareness. Also, as a result of the LDR process and the understanding of the underlying stratum of the digital literary work or fragment used, students may learn more about the notions of coherence and cohesion which they tend to ignore during the process of writing and which are essential for a well-written essay or a short critical text. As opposed to a traditional class, an ICT class built on LDR exercises is more rewarding because it can easily adapt to students’ and teachers’ needs and help improve final results depending on the subject or language level aimed at.

Perception of Family and Non-Family Company Logos in Eye Tracking and Face Reading Studies

Theoretical background: This article continues the research on the use of eye tracking and face reading tools to analyze and meaning of visual and emotional activity in the marketing field. This research focuses on understanding how different elements of the visual identity of companies, both family-owned and non-family-owned, affect consumer perception and emotion. Purpose of the article: The purpose of the study was to identify and characterize differences in the perception of logos of family and non-family businesses. The work aimed to determine whether family brands evoke stronger emotional and visual engagement compared to non-family brands. Research methods: The paper presents the methodology and results of the completed research on the elements of visual identity of family and non-family businesses. The study was carried out using eye tracking (eye tracking) and monitoring of respondents’ facial expressions (face reading). Data on respondents’ visual activity and facial expression were collected in parallel and subjected to qualitative analysis. Main findings: The results of the study confirm that consumers show greater emotional involvement in exploring family brands. They registered a higher percentage of positive emotions and a longer time of focusing their eyes on logos of family-owned companies compared to logos of non-family-owned companies. This analysis provides valuable information for marketing strategies, indicating the importance of family identity in building positive brand associations.

Exploration of the Effectiveness and Experience of AI‐Assisted Academic Reading

ABSTRACTAI‐assisted reading tool has rapidly gained popularity because it can simplify and improve the process of comprehending research papers. This study examines their actual impact on students' academic reading effectiveness and experience. Two groups of participants were recruited for quasi‐experiment and use Mann–Whitney non‐parametric test to analyze their academic reading effectiveness and experience. Content analysis is employed to extract and analyze prompts posed by participants with AI‐assisted reading tool. Results show that positive impacts are noted on retelling of “Results”, “Conclusion”, and “Critical thinking”. However, negative effects emerge in “Background & purpose”, “Methodology”, and “Detail”. User experiences reveal “Concentration” challenges but positive perceptions of “Time fly”, “Control”, and “Feel joyful”. Students tend to pose self‐generated prompts rather than recommend prompts. AI‐assisted reading tools offer overall benefits but necessitate recognizing negative impacts. Students are encouraged to enhance their digital literacy to use AI‐assisted reading tools. Additionally, optimizing tool functions is essential for sustainable development.

A new neuropsychological tool for simultaneous reading and executive functions assessment: initial psychometric properties.

The development of reading and complex executive functions is fundamental for achieving social, academic, and professional success. So far, there is no single neuropsychological instrument that comprehensively assesses the domains of inhibitory control, cognitive flexibility, working memory, and reading comprehension. To assess executive functions related to reading, the "Assessment of Reading and Executive Functions" (AREF) was developed. In this study, we show initial evidence of validity and reliability for four subtests - Graphophonological-Semantic Flexibility, Inhibitory Control, Flexibility, and Working Memory. A total of 93 students from 4th to 9th grade, aged 8-14, in public (n = 61) and private (n = 32) schools were evaluated. Tasks from the AREF instrument, as well as measures of reading comprehension, inhibitory control, cognitive flexibility, working memory, and intelligence, were administered. Correlations between AREF scores and the other measures were performed to assess external construct validity. Performance differences between school groups on AREF subtests were analyzed using ANOVA, t-test, and Mann-Whitney tests, and the internal consistency of the instrument's tasks was evaluated using Cronbach's alpha coefficient. The scores of the AREF subtests demonstrated significant positive correlations with reading measures (ranging from 0.339 to 0.367) and executive functions (ranging from 0.209 to 0.396). Significant differences were found in the performance of some AREF tasks when comparing individuals from public and private schools, as well as between 4th and 5th graders compared to students in higher grades. The internal consistency of the tasks was low for Graphophonological-Semantic Flexibility (Cronbach's α = 0.566), moderate for Inhibitory Control and Flexibility (Cronbach's α = 0.768), and high for Working Memory (Cronbach's α = 0.881). The results provide initial evidence of construct validity and reliability for the AREF subtests. It is expected that this new neuropsychological test will contribute to the assessment of reading skills and executive functions, assisting in guiding clinical and educational interventions for individuals with and without neurodevelopmental disorders.

Enhancing efficiency in detection of COVID-19 through AI-driven colorimetric isothermal detection with multiplex primers

COVID-19 has afflicted millions of lives worldwide. Although there are many rapid methods to detect it based on colorimetric loop-mediated isothermal amplification, there remains room for improvement. This study aims to 1) integrate multiple primers into a singleplex assay to enhance the diagnostic sensitivity, and 2) utilize a high-throughput smartphone-operatable AI-driven color reading tool to enable a rapid result analysis. This setup can improve the sensitivity by 10–100 times and can analyze approximately 6700 samples per minute. The assay is simpler than RT-qPCR, with a turnaround time of less than 75 min. It can detect various types of SARS-CoV-2 by targeting 3 genes, increasing the likelihood that it will remain effective even if the virus undergoes mutations in any single target gene. In summary, it affords potential for adaptation to detection of new/re-emerging diseases with the visual readout for maximum assay simplicity and AI-operated mode for large-scale testing.

Bridging model and experiment in systems neuroscience with Cleo: the Closed-Loop, Electrophysiology, and Optophysiology simulation testbed.

Systems neuroscience has experienced an explosion of new tools for reading and writing neural activity, enabling exciting new experiments such as all-optical or closed-loop control that effect powerful causal interventions. At the same time, improved computational models are capable of reproducing behavior and neural activity with increasing fidelity. Unfortunately, these advances have drastically increased the complexity of integrating different lines of research, resulting in the missed opportunities and untapped potential of suboptimal experiments. Experiment simulation can help bridge this gap, allowing model and experiment to better inform each other by providing a low-cost testbed for experiment design, model validation, and methods engineering. Specifically, this can be achieved by incorporating the simulation of the experimental interface into our models, but no existing tool integrates optogenetics, two-photon calcium imaging, electrode recording, and flexible closed-loop processing with neural population simulations. To address this need, we have developed Cleo: the Closed-Loop, Electrophysiology, and Optophysiology experiment simulation testbed. Cleo is a Python package enabling injection of recording and stimulation devices as well as closed-loop control with realistic latency into a Brian spiking neural network model. It is the only publicly available tool currently supporting two-photon and multi-opsin/wavelength optogenetics. To facilitate adoption and extension by the community, Cleo is open-source, modular, tested, and documented, and can export results to various data formats. Here we describe the design and features of Cleo, validate output of individual components and integrated experiments, and demonstrate its utility for advancing optogenetic techniques in prospective experiments using previously published systems neuroscience models.

Developing expertise and managing inaccessibility: a study of reading by listening practices among students with blindness or vision impairment

Introduction. This study aims to contribute to a better understanding of the learning that reading by listening requires from readers with print disabilities. Method. Sixteen semi-structured interviews were conducted with university students with blindness or vision impairment in Australia. Analysis. A theoretical reading of the interview material was conducted, with a basis in sociocultural learning theory. Results. The responsibility for learning to use audio-based reading tools was often left to the participants themselves. The process of appropriating audio-based reading tools included two important aspects: digital literacy and learning to manage the sequentiality of audio text. This process was related to trajectories of participation in academic communities of practice, English-speaking communities of practice, and blindness and visual impairments communities of practice. It also included learning to participate in practices where vision and reading by seeing is the norm. Conclusion. Three conclusions are drawn: 1) reading by listening is not a passive and effortless activity, it requires specific expertise, 2) socio-economic and socio-political circumstances influence how reading by listening is practiced and the learning that this form of reading requires, and 3) reading by listening requires learning how to navigate and manage the effects of institutions and systems that are disabling.

Validating Curriculum-Based Measurement Oral Reading Fluency (CBM ORF) Applicability To Evaluate Arabic Readers’ Performance

While curriculum-based measurement (CBM) accurately indicates reading skills, such as progress monitoring and early detection of reading difficulty, it has yet to be developed for Arabic. This study aimed to develop and validate a curriculum-based measurement for oral reading fluency (CBM-ORF) tailored to assess Arabic language students' reading abilities and create preliminary norms for students from second to sixth grades. Methods and Procedures: Various forms of the CBM-ORF were developed and administered to a sample of 414 students. After data analysis, the students' readings were rated by teachers to compare the CBM-ORF with an independent measure. Outcomes and Results: The results indicate that the CBM-ORF exhibits strong reliability and validity, making it a valuable tool for monitoring progress and identifying reading difficulties in Arabic readers. Furthermore, ORF norms have been established and proposed. Conclusions and Implications: This study emphasizes the absence of a valid reading tool for Arabic language students. It offers resources for teachers to make data-driven decisions, especially for students with learning disabilities.

Foundational English literacy development in India: a randomised-control trial using phonics instruction and GraphoLearn

AbstractFoundational literacy is a key lever for achieving higher levels of learning and societal wellbeing. However, with an enrolment of over 250 million children in schools, India is currently challenged by learning deprivation. Growing uptake of English-medium education along with less-than-optimal English literacy instruction practices present an urgent need for improving classroom instruction. Further evidence is required on the efficacy of computer-assisted game-based learning and phonics instruction over the alphabet-spelling method in literacy learning. The current intervention study examined whether classroom phonics instruction combined with GraphoLearn, a computer-assisted reading tool, supports the English phonological awareness and reading skills better than phonics instruction alone. Participants were 6–7 year-old, Grade 2 students (N = 54) attending an English-medium public school in India. All students were non-native English speakers and received phonics instruction in their classroom for 35 min thrice a week. In addition, students were randomly allocated to play either GraphoLearn-Rime (n = 28) or a math control game (n = 26) for 15–20 min every day. Both the GraphoLearn-Rime and the math control group made significant improvement in English literacy skills over the period of intervention and the amount of exposure to phonics classroom instruction predicted gains in phonological awareness skills. The GraphoLearn-Rime group gained more than the math control group in the in-game measures. In the oral-and paper-based measures, both groups showed skill development, but the groups were not significantly different in the gains (d = .04 − .29). Overall, the study indicated the potential in the integrated approach and thus the need for more research on the effects of integrating classroom phonics instruction and GraphoLearn for supporting struggling readers of English.

The Implementation of Artificial Intelligence in Breast Cancer Screening

Breast cancer screening is traditionally administered by radiologists through mammography. Most women should be receiving mammograms once they reach their 40s to detect any signs of cancer early, especially those with high risk. Recently, the development of AI in medicine has proven to be useful in several fields, one of which is breast cancer screening. This literature review looks into the current status of AI in this field and evaluates different models of different types that could contribute to diagnosing breast cancer. The methodology used was searching key terms on the database PubMed, and then compiling and organizing papers into a table that highlighted similar results, which were summarized and analyzed. It was found that AI has the potential to be an accessible option. Deep learning, in particular, has seen the most experimentation. The advantages of using this technology include using it as a complementary tool for double reading, improving the time efficiency for the radiologists without losing accuracy, and its inclusivity throughout all populations. However, there are still limitations because many proposals themselves discuss the work that needs to be done before they can be generalized. External validation studies haven’t yielded ideal results, exposing the complications of using AI. Ethics of using this technology are also important to consider because AI is replacing human tasks. Implementing AI in a prominent role in breast cancer screening should take more examination, but promising developments have already set the framework.

Moving beyond the Content: 3D Scanning and Post-Processing Analysis of the Cuneiform Tablets of the Turin Collection

This work and manuscript focus on how 3D scanning methodologies and post-processing analyses may help us to gain a deeper investigation of cuneiform tablets beyond the written content. The dataset proposed herein is a key part of the archaeological collection preserved in the Musei Reali of Turin in Italy; these archaeological artefacts enclose further important semantic information extractable through detailed 3D documentation and 3D model filtering. In fact, this scanning process is a fundamental tool for better reading of sealing impressions beneath the cuneiform text, as well as for understanding micrometric evidence of the fingerprints of scribes. Most of the seal impressions were made before the writing (like a watermark), and thus, they are not detectable to the naked eye due to cuneiform signs above them as well as the state of preservation. In this regard, 3D scanning and post-processing analysis could help in the analysis of these nearly invisible features impressed on tablets. For this reason, this work is also based on how 3D analyses may support the identification of the unperceived and almost invisible features concealed in clay tablets. Analysis of fingerprints and the depths of the signs can tell us about the worker’s strategies and the people beyond the artefacts. Three-dimensional models generated inside the Artec 3D ecosystem via Space Spider scanner and Artec Studio software were further investigated by applying specific filters and shaders. Digital light manipulation can reveal, through the dynamic displacement of light and shadows, particular details that can be deeply analysed with specific post-processing operations: for example, the MSII (multi-scale integral invariant) filter is a powerful tool exploited for revealing hidden and unperceived features such as fingerprints and sealing impressions (stratigraphically below cuneiform signs). Finally, the collected data will be handled twofold: in an open-access repository and through a common data environment (CDE) to aid in the data exchange process for project collaborators and common users.

Interactive text reading: a text 2.0 implementation

In the article an interactive text-reading platform based on the Text 2.0 framework is presented. An experiment was carried out to investigate the reading behaviour of Italian language learners using this platform. Average reading time and comprehension scores did not differ across the conditions (a dedicated eye tracker PCeye Go, webcam-based eye tracking and mouse-only interaction). Additionally, participants in all the groups rated high on the perceived usefulness of the developed platform and overall reading experience. The implications of using such a tool for interactive reading are presented in this paper.

Contextualized Interactive Video as a Reading Tool for Daycare Pupils of Selected Barangay in Manila City amidst COVID19

Reading is essential for personal growth and development, and early failure to acquire it can lead to social problems. To ensure effective learning, teachers must collaborate with parents and adopt new technology. The Bahay Kubo Application, a contextualized interactive video, was used to improve emerging readers' reading abilities and comprehension, benefiting teachers, parents, and caregivers. The study aims to determine the effectiveness of “Bahay Kubo” Learning Application in developing / enhancing the reading skills of the daycare pupils of Selected Barangay in Manila City. Purposive sampling was used to select the population. The Bahay Kubo app significantly improved reading performance, meeting objectives and making the learning process significant for learners. Daycare centers should develop reading strategies that suit learners' learning styles, encourage parental participation, and provide ongoing professional development. Schools should also offer home teaching strategies and explore free applications to enhance children's reading capabilities.

Enhancing English comprehension: a UbD mind walker intervention for remote upper-grade elementary students

This preliminary study examines the efficacy of the Mind Walker Reading Programme in improving word knowledge and, consequently, improving reading comprehension skills for three upper-grade elementary students in a remote setting. The programme is based on the understanding by design (UbD) Model developed by Wiggins and McTighe (The understanding by design guide to creating high-quality units, ASCD, Alexandria, 2011; The understanding by design guide to advanced concepts in creating and reviewing units. ASCD, Alexandra, 2012), emphasizing defined reading comprehension outcomes and appropriate indicators for assessment. To assess the Programme’s impact and the retention of acquired skills, pre- and post-tests were administered, with a delayed post-test conducted over an 11-week period. Analysis of the test results, collected from the city government’s test pool, reveals a significant improvement in reading comprehension accuracy among participants using the UbD Mind Walker reading tool. This study highlights the effectiveness of the UbD Mind Walker programme in enhancing English language proficiency and supporting sustainable learning for elementary school students, particularly in remote areas with limited educational resources.

The Influence of 'WEBTOON' as a Digital Reading Aid for High School EFL Students

After the pandemic, classrooms experienced a noticeable decline in learning outcomes, coinciding with the emergence of a more tech-savvy cohort of learners and educators. This shift prompted a quest for digital solutions to enhance student engagement, with Webtoon emerging as a prominent option. Particularly popular among Generation Z, Webtoon's straightforward yet entertaining interface, diverse themes, and captivating artwork entice users to delve into its panels during leisure time. In the following qualitative study, the perspectives of high school students from UEPSMA (Unidad Educativa Particular Salesianas María Auxiliadora) in Cuenca were examined. Through three cycles of action research employing qualitative methods, participants underwent three spontaneous quizzes and concluded with a final survey via Google Forms. Findings indicated that students found Webtoon's visuals and language usage gratifying, attributing their continued engagement to compelling storylines and vivid illustrations. Additionally, their responses underscored a sense of satisfaction with integrating a digital reading tool into the classroom, which notably bolstered their motivation for English reading.

Enhancing Robotic Perception through Synchronized Simulation and Physical Common-Sense Reasoning.

We introduce both conceptual and empirical findings arising from the amalgamation of a robotics cognitive architecture with an embedded physics simulator, aligning with the principles outlined in the intuitive physics literature. The employed robotic cognitive architecture, named CORTEX, leverages a highly efficient distributed working memory known as deep state representation. This working memory inherently encompasses a fundamental ontology, state persistency, geometric and logical relationships among elements, and tools for reading, updating, and reasoning about its contents. Our primary objective is to investigate the hypothesis that the integration of a physics simulator into the architecture streamlines the implementation of various functionalities that would otherwise necessitate extensive coding and debugging efforts. Furthermore, we categorize these enhanced functionalities into broad types based on the nature of the problems they address. These include addressing challenges related to occlusion, model-based perception, self-calibration, scene structural stability, and human activity interpretation. To demonstrate the outcomes of our experiments, we employ CoppeliaSim as the embedded simulator and both a Kinova Gen3 robotic arm and the Open-Manipulator-P as the real-world scenarios. Synchronization is maintained between the simulator and the stream of real events. Depending on the ongoing task, numerous queries are computed, and the results are projected into the working memory. Participating agents can then leverage this information to enhance overall performance.

Abstract 7420: Optimizing proteomic data access and analysis in the cloud: Leveraging Terra's integration with the Proteomic Data Commons

Abstract The Proteomic Data Commons (PDC) hosts cancer proteomics data with the goal of making this data available to the public to support development of cancer diagnostics, treatment, and progression tracking. As a part of the Cancer Research Data Commons (CRDC), the Terra platform provides a cloud workbench for the PDC data. FireCloud is a Broad Institute project funded by NCI to empower cancer researchers to access data, run analysis tools and collaborate securely in the cloud. It is powered by Terra, a secure, scalable cloud-native platform developed by the Broad Institute, Microsoft, and Verily, an Alphabet company. It provides batch workflow execution, interactive analysis including data visualization, and ~2,900 publicly available tools with the ability to import more tools from Dockstore. The integration of PDC and Terra enables researchers to leverage the data navigation and file-level search capabilities on the PDC web browser (pdc.cancer.gov) and export selected data manifests to a Terra workspace. This integrated hand-off specifically allows metadata and cloud links to PDC data in Portable Format for Bioinformatics (PFB) to be transferred to Terra and used in analysis with cloud resources. A featured workspace for Terra-PDC integration includes tools for (i) downloading data files and relevant additional metadata; (ii) organizing the data and metadata for running the FragPipe workflow, a comprehensive collection of tools for reading and processing raw Mass Spec (MS) data; and (iii) implementing a pre-configured FragPipe workflow to process isobarically labeled MS data from Tandem Mass Tag (TMT) or Isobaric tags for relative and absolute quantitation (iTRAQ) experiments using information automatically imported from PDC via the PFB import. The pipelines can also be customized as needed to process any type of raw MS data the PDC supports. In addition, Terra connects to the NCI Genomic Data Commons (GDC) and hosts The Cancer Genome Atlas (TCGA) and Therapeutically Applicable Research to Generate Effective Treatments (TARGET) datasets allowing users to pull in other data types for co-analysis. As a whole, using the CRDC cloud resources, in conjunction with Terra, allows analysis of data on a massive scale, enabling multi-omic integration spanning the genomic and proteomic commons data, with easy sharing of data and tools. Citation Format: Emily LaPlante, Bingxing Huo, DR Mani, Ratna R. Thangudu. Optimizing proteomic data access and analysis in the cloud: Leveraging Terra's integration with the Proteomic Data Commons [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2024; Part 1 (Regular Abstracts); 2024 Apr 5-10; San Diego, CA. Philadelphia (PA): AACR; Cancer Res 2024;84(6_Suppl):Abstract nr 7420.

Multimodal Reading Model for a Rural Elementary School

This study intends to develop a multimodal learning model to assist teachers in addressing issues related to students’ poor reading performance in a rural elementary school in the Province of Sorsogon, Philippines. The study used the qualitative case study method to achieve its objectives. Data were acquired through document reviews, individual interviews, and focus group discussions with the informants purposefully selected for the study. Results showed that for the school year 2023 to 2024, out of 166 learners, four pupils belonged to the description of meeting expectations; 53 belonged to full intervention; 55 belonged to moderate intervention; and 54 belonged to light intervention. Meanwhile, for the school year 2022 to 2023, out of 202 learners, 30 pupils belonged to the description of meeting expectations; 16 belonged to full intervention; 104 belonged to moderate intervention; and 52 belonged to light intervention. Given this reading performance, this study proposes a multimodal reading model for a rural elementary school. The goal is to enhance the reading proficiency of the pupils by supporting reading teachers who use multimodal reading models to teach non-readers. The teachers’ feedback on using multimodal reading tools revealed both their positive and challenging experiences. Future studies may aim to develop, implement, and evaluate advanced multimodal reading technologies used in autonomous cooperative learning and reading intervention programs and activities.