USE OF INTERACTIVE METHODS TO IMPROVE STUDENTS’ READING LITERACY IN HOME-BASED INDIVIDUAL INSTRUCTION

Abstract

This article examines how interactive methods can be used to raise reading literacy among students who receive home-based individual instruction, with a focus on special education contexts. Home instruction often occurs when a learner’s health condition, disability, or psychosocial needs prevent regular school attendance, and it therefore requires a pedagogical design that compensates for reduced peer interaction, limited classroom routines, and constrained instructional time. The study conceptualizes reading literacy as a complex capacity that includes decoding, fluency, vocabulary growth, comprehension, metacognitive monitoring, and motivation to read for meaning. Interactive methods are defined as learner-centered techniques that activate continuous dialogue between teacher and student through structured tasks, feedback loops, and co-construction of meaning, even when instruction is one-to-one. The article proposes a practice-oriented framework in which interactive reading activities are aligned with the learner’s functional profile, assistive needs, and individualized education plan goals. Key interactive approaches discussed include dialogic reading, reciprocal teaching, guided questioning,