Multilingual Dialogues-2026: Human-AI Communication Across Generations

Title: Evaluating the ChatGPT-Assisted Learning Method (CALM) for Struggling Readers: The Emergence of the Theory of Distributed Reading Gains (p. 1)Presented at: Multilingual Dialogues-2026: Human-AI Communication Across Generations (p. 1) Abstract This presentation evaluates the empirical effectiveness of the ChatGPT-Assisted Learning Method (CALM) in addressing the systemic literacy crisis among secondary students. (pp. 2-3) Utilizing a sequential explanatory mixed-methods approach, the study monitored 50 Grade 9 "frustrated readers" in a public high school in the Philippines over an 8-week implementation period. (pp. 3-4) The intervention utilized a structured Feedback-Prompt-Scaffold (FPS) instructional framework to maximize the Zone of Proximal Development (ZPD) and alleviate teacher operational strain in high-density classrooms. (pp. 2, 4) Key Findings: Quantitative Reading Gains: Post-intervention metrics showed that 92.0% of the cohort advanced to Proficient or Advanced literacy levels. (p. 5) A paired samples t-test revealed a statistically significant mean gain of 5.66 points (\(t(49) = 10.10, p < .001\)) with an exceptionally large effect size (Cohen's \(d = 1.45\); \(\eta^2 = 0.34\)). (p. 5) Qualitative Insights: Thematic analysis indicated that real-time automated feedback, dialogic adaptability, and targeted text simplification promoted strategic autonomy, metacognitive monitoring, and semantic ownership among readers. (p. 6) Systemic Contributions:This research delivers three major structural outputs for contemporary educational practice: (p. 7) Theoretical: The Emergent Theory of Distributed Reading Gains (TDRG). (p. 7) Conceptual: The operational CALM Feedback-Prompt-Scaffold (FPS) Instructional Model. (p. 7) Practical: A scalable, classroom-ready 8-week Practical Instructional Intervention Package. (p. 7)