Improve Students reading skills via the use of computer-assisted reading programmes

Concerns have been raised about whether or not technology-assisted reading programs are effective in helping young students improve their reading abilities. This article presents the results of a seven-month research that aimed to answer the question of whether or not computer-assisted reading programs should be widely adopted by pupils in grades eight through ten in secondary schools. Besides the obvious gain in reading ability,have considered other potential advantages of such an intervention. This report provides a qualitative analysis of the positive and negative outcomes for students who took part in the electronic reading program. Learners and educators were interviewed to compile the qualitative data. Students' progress in reading-related areas (such as fluency, comprehension, spelling, and language) was continuously monitored in order to determine the reading program's success. When the program was put into place, the students' reading scores were compared to those from the pre-program evaluation. Students' engagement in the reading campaign contributed to their overall assessment of the program's success.This study makes an effort to shed light on the significance of modifying instructional strategies in the wake of a crisis, as well as the benefits and drawbacks of using computers to aid in the reading comprehension of secondary school students.