Reading Intervention in Memory, Attention & Inference (MAI) Using EduLeo
DOI:
https://doi.org/10.67070/evrs.isl.2026.a16Keywords:
Reading comprehension, Reading proficiency, Assessment, Training, EduLeo.Abstract
The way we consume information today is characterised by speed, fragmentation and dispersion. These dynamics are reinforced by social media platforms such as TikTok and Instagram, which have established habits based on immediacy and short-form content. In this context, more selective and superficial forms of reading are favoured, particularly in digital environments, where the absence of metacognitive strategies can hinder sustained attention, reflection and deep understanding. International frameworks such as PISA, PIRLS and PIAAC, as well as the European Union’s key competences, recognise the cross-curricular nature of reading and its importance for learning, social participation and everyday life. It is in this context that EduLeo has emerged, with the aim of training and assessing reading competence in standard Spanish. This study analyses differences in reading competence according to EduLeo usage frequency among 83 fourth-grade primary school pupils at Amor de Dios schools, divided into three groups: intensive intervention (twice a week), weekly (once a week) and control. The results show significant differences in favour of the intervention groups, particularly among those using EduLeo most frequently, highlighting the importance of regular reading skills training.
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