Teachers’ support in developing reading skills: A systematic literature review.

Background and Purpose: Teachers' support is essential for developing students' reading skills, which are crucial for academic success and lifelong learning. While many studies focus on reading education, there is a need for a systematic review of how teachers enhance students' reading skills. This study synthesizes research on teachers' interventions in reading development. Methodology: This systematic review follows Reporting Standards for Systematic Evidence Syntheses (ROSES) guidelines. Research questions were framed using the Population, Intervention, Comparison, Outcome (PICO) framework. Systematic searches across Scopus, Web of Science, ERIC, and Science Direct targeted articles from 2019 to 2023. Eligible studies were appraised with the Mixed-Methods Appraisal Tool (MMAT). Thematic analysis, based on Braun and Clarke’s framework, synthesized findings through familiarization, coding, theme identification, and reporting. Findings: Analysis identified five main themes and 21 sub-themes: (1) Technology-Enhanced Reading Interventions, (2) Instructional Approaches for Reading Development, (3) Inclusive Education and Differentiated Instruction, (4) Home-School Collaboration in Reading Education, and (5) Assessment and Monitoring of Reading Progress. These themes highlight how teachers support reading development across diverse contexts. Contributions: This review provides critical insights into effective strategies teachers can adopt to improve reading skills, contributing to educational research and policy development. Keywords: Reading skills, teacher support, reading interventions, literacy development, systematic review.