Document Type : Research Paper

Authors

• Ali Asghar Sourtiji. Okerkaii ¹
• Zahra Jamebozorg ²
• Mahdi Dastjerdi Kazemi ²
• Ali Delavar ³

¹ student

² Associate Professor, Department of Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran.

³ Professor, Department of Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran.

Abstract

The present study aimed to redesign and interpret a comprehensive, context-specific model for teaching reading in Iranian primary schools, grounded in an ecological approach. The need for this research stems from PIRLS international assessment results, which reveal significant weaknesses among Iranian students in higher-level reading comprehension.A mixed-method exploratory–descriptive design was employed. In the qualitative phase, data were collected through semi-structured interviews with experienced teachers, curriculum specialists, and reading literacy researchers, and analyzed via thematic analysis. The quantitative phase involved developing a questionnaire based on the qualitative findings, assessing content and construct validity, and measuring reliability using Cronbach’s alpha. Findings from the first research question identified six overarching components influencing reading comprehension: contextual, motivational-reader, cognitive, linguistic, non-educational contextual, and educational. The second question refined these into four interconnected core domains: educational, non-educational, cognitive, and linguistic. Comparative analysis showed conceptual alignment with established models such as RAND, DIME, and Bronfenbrenner’s ecological theory, while offering a more integrated perspective by emphasizing the dynamic interplay of factors. The study concludes that effective reading instruction interventions should be multidimensional and coordinated, simultaneously addressing in-school and out-of-school influences. This model provides a framework for policymaking, improving teacher instruction, and promoting educational equity.

Keywords

• "Reading instruction"
• "Ecological approach"
• "Model redesign"
• "Educational and Non-educational factors"
• "Primary education"

Main Subjects

• روانشناسی یادگیری