The study aimed at exploring the effects of AI-based reading interventions on the student reading performance among those representatives of learning disabilities. It was also destined to investigate the factor of motivation and self-esteem that causes their success in reading. The research design applied was quantitative research where a structured questionnaire was administered to 270 students. The results indicated that the strong and broad positive correlation exists between the use of AI based reading tools and reading achievement. Regression analysis has also marked motivation as well as self-esteem as a positive candidate of reading achievement. The results of ANOVA analysis also demonstrated that the effect on the reading performance based on AI-based interventions use was significant. Such outcomes suggest that AI could become a great helper to a student with learning disability. It will not only make it easier to read but also more entertaining to students who are not that interested in it by reading it using the traditional method. The other implication revealed by the findings is that it is important to instill motivation and confidence among students. The use of AI tools should be introduced to easy access in the classrooms and the teachers should be educated on the usage of the tools in relation to its successful application. The study adds to the previous papers, which show that educational technology is effective in special education. There is also a platform to carry out a deeper study of how and through what means the use of AI can aid in other skills like writing and listening. Schools and policymakers should consider the results to develop new learning methods in future. With due support and measures, students with learning disabilities can achieve better performance.
Fatmi et al. (Wed,) studied this question.
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