ELT-Lectura: Studies and Perspectives in English Language Teaching

Volume 11 Number 2, August 2024

ISSN (Print): 2336-8560, ISSN (ONLINE): 2550-0724

Exploring the Effectiveness of Digital Reading Platforms in Developing Reading

Comprehension Skills

Lutvia Nur Fitriani1), Sunarti2)

12
English Language Education, Universitas Muhammadiyah Kalimantan Timur, Samarinda,
75124, Indonesia
email: [email protected]
email: [email protected]

Abstract:
This research explores how effectively the ReadWorks digital reading platform enhances
the reading comprehension abilities of high school students. A within-subject design was
employed, wherein students experienced two phases of treatment: the use of conventional
teaching methods and the application of the ReadWorks platform, with a washout period in
between to minimize carryover effects. This research was conducted with second-grade
students at SMA Negeri 16 Samarinda, using a standardized reading comprehension test to
assess their performance. Data analysis was performed using paired samples t-tests. The
results indicated a notable improvement in students' reading comprehension scores when
utilizing the ReadWorks platform, in contrast to traditional methods. The statistical
analysis demonstrated that the p-values for both the experimental group (p = 0.000) and the
control group (p = 0.000) were below the significance threshold of 0.05, resulting in the
rejection of the Null Hypothesis (H0) and the acceptance of the Alternative Hypothesis
(Ha). These findings suggest that the ReadWorks platform is effective in enhancing
reading comprehension abilities among high school students. This study adds to the
expanding body of research supporting the integration of digital tools in education to
enhance student learning outcomes.
Keywords: Digital Reading Platforms, Reading Comprehension, ReadWorks

1. INTRODUCTION
English proficiency is built upon the fundamental skills of reading, listening, speaking,
and writing (Brown, 2007), all of which are crucial for achieving fluency. Among these
skills, reading stands out as particularly important, as noted by Nunan, (2003). For
students, mastering reading is essential, as it significantly contributes to progress and
growth in various other areas of knowledge. Reading is the most crucial language skill
because it is the base of knowledge (Birch & Fulop, 2020), and upon mastery, students will
gain the capability to apply it across various contexts, including both academic and non-
academic settings. Komiyama (2009) Emphasizes that reading is a crucial skill for English
language learners in the modern world, as it supports overall proficiency development and
provides access to vital information in both academic and professional contexts. Palardy as
cited in Handayani (2013) stated that through the act of reading, students have the
opportunity to get to know and recognize views about cultures and people from various
parts of the world, to strengthen their imaginative and perceptive skills, and to acquire
fresh insights by evaluating their ideas with the ones presented in texts. Reading

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undoubtedly plays a crucial role in expanding one's language proficiency and knowledge
(Patel & Jain, 2008).
Hasibuan & Ansyari (2007) Proposed that reading is an interactive process where the
reader engages with the text, resulting in comprehension. Comprehension, as stated by
Snow (2002), involves actively engaging with written language to both construct and
derive meaning simultaneously. Reading comprehension refers to the ability of language
learners to read and comprehend written texts, enabling them to identify main ideas and
specific information within the material (Sagita et al., 2019). A comprehensive
understanding of the concepts and information provided in the text can be achieved by the
reader actively constructing meaning, which can be characterized as a complex process in
reading comprehension (Westwood, 2008). The objective, then, is to achieve a complete
understanding of the text as a whole, rather than interpreting the meaning of individual
words or sentences in isolation (Westwood, 2012). Improving reading comprehension
helps learners advance their English language skills and expand their knowledge by
accessing information from various texts (Habók & Magyar, 2018). Students often struggle
with comprehending the organization and structure of texts. According to Hayashi, as cited
in Handayani, (2013), the process of reading comprehension of English texts for EFL
students is extremely challenging. Noviarini (2021) found in her research that students
faced difficulty comprehending English texts due to a lack of vocabulary. The students also
mentioned that the way the teacher taught reading material was not interesting. Similarly,
Rahman et al. (2023) observed that the teacher used conventional methods in class, which
resulted in students’ lack of interest in the learning process and low scores in their reading
comprehension. To enhance students' reading comprehension, teachers must employ
suitable instructional methods. A variety of teaching strategies, from conventional
techniques to modern, technology-based approaches, can be utilized in the classroom.
Traditional approaches to teach reading comprehension have relied heavily on print
materials and traditional instructional methods (Andrade & Law, 2021). However, the
advent of digital reading platforms offers an alternative and dynamic approach to fostering
reading comprehension skills (Apps et al., 2023). Digital reading platforms have become
increasingly popular in educational settings due to their potential to enhance reading
comprehension skills (Loh et al., 2023). According to Kumar (2023), digital reading
platforms, online tools, and other technology-based approaches can help improve students’
reading comprehension skills, increase their engagement with the text, and provide a more
interactive learning experience. These platforms offer various interactive features and
multimedia elements that can engage students and support their comprehension
development.
ReadWorks (Inc., 2017) is an online platform that offers diverse reading passages,
vocabulary reinforcement, and comprehension questions—both multiple-choice and short
written responses that students can access with or without audio assistance. Students have
the option to activate the ReadWorks narrator to read the text aloud by pressing the play
button, and they may opt out of using this feature if they feel sufficiently confident in their
ability to read the text independently and accurately. ReadWorks offers more than 2,600
literary and informational passages to students in grades K-12, all of which are available at
no cost. There are search options for all passages on the website that include keyword,
grade, topic, text type, lexile level (a criteria for connecting readers with relevant texts),
and skill/strategy (Arabo et al., 2017). Teachers are able to effortlessly trace passages that
are appropriate to their subject or topic by categorizing them into 12 categories, including
Civics & Government, Technology & Engineering, and World History. Poetry,

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informational, and literary passages are all included. Additionally, the content types are
divided into four categories, named Reading Passages, Article-A-Day, Paired Texts, and
Book Studies, aiding teachers in selecting passages tailored to a specific type of content.
Most of ReadWorks' reading passages come with a set of text-dependent questions, which
are designed to prompt students to use evidence from the text to answer accurately. These
questions help assess student comprehension and usually consist of five to ten multiple-
choice and short-answer items.
Beside the diverse reading contents, ReadWorks also provides teachers with data reports
that can be utilized to monitor students' reading progress. With all those features, the
primary objective of this platform is to cultivate students' motivation for independent
reading by offering opportunities for both solo practice and prompt feedback. To achieve
this aim, students have the freedom to choose from a selection of tests authorized by the
educator, tailored to their grade level or current reading proficiency. Although the
ReadWorks offers student tests ranging from kindergarten through twelfth grade, teachers
have the ultimate authority to choose the grade level of texts that each of their students
reads (Inc., 2017).
Numerous studies have been conducted to examine the impact of using ReadWorks on
students' reading performance. Fithriyah (2022) revealed that the students considered
ReadWorks improved their reading comprehension, particularly in enhancing their
vocabulary fluency. They noted that the vocabulary section, which provided definitions
and examples, aided them in better understanding the words encountered. Tare et al. (2022)
observed that greater use of ReadWorks was associated with significant improvements in
students' standardized reading test scores, suggesting that the platform effectively enhances
reading comprehension. Hethesia (2021) emphasized the advantages of using
ReadWorks.org for reading practice, noting that it boosts learners' motivation and fosters
the development of reading comprehension skills through genuine learning experiences.
Furthermore, a growing body of study indicates that ReadWorks may be limited, despite
the fact that they can still improve reading comprehension skills (Nobles, S., Anderson, D.,
Raman, M., Laird, K., & Gerald, 2018).
The studies indicated that utilizing ReadWorks is beneficial for students’ reading
achievement. Nonetheless, research on the effectiveness of Reading Passages content for
enhancing reading comprehension, especially among senior high school students in the
current context, remains limited. Reading Passages content comes with vocabulary support
and text-dependent question sets available up to high school level. This study is important
as it will explore in more detail how ReadWorks affects students’ reading comprehension
focusing on the use of one specific feature, with the research questions as the guide
formulated as follows: How effective is the use of digital reading platform in developing
students’ reading comprehension skills?, and Is there a significant difference in the
improvement of students’ reading comprehension skills before and after using digital
reading platform?. This study aims to address this gap by offering deeper insights into how
ReadWorks contributes to enhancing reading comprehension, particularly among high
school students.
2. METHOD
This study utilized a within-subject design to assess the effectiveness of the ReadWorks
digital reading platform in enhancing reading comprehension skills among second-grade
students at SMA Negeri 16 Samarinda. This design was chosen because it allows each
subject to be his or her own control, minimizes inter-individual variability and focuses on

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changes in individual responses to two different treatment conditions (Keppel & Wickens,
2004). A standardized reading comprehension test served as the research instrument. The
research was carried out in two phases: initially employing traditional teaching methods,
followed by the implementation of the ReadWorks digital reading platform. A washout
period was included between the two phases to minimize carryover effects.
The sample was composed of students chosen through cluster sampling. Initially,
second-grade students were selected using cluster sampling to ensure a representative
sample of the population. This method involves obtaining a random sample of clusters
from the population, with every individual within each chosen cluster invited to take part
(Sedgwick, 2014). In this study, the researcher used class 11 (2) as a sample, serving both
as the experiment group as well as the control group. The class consists of 30 students and
every one of them participated.
The research instrument utilized in this study was a reading comprehension test,
administered as both a pre-test and a post-test. The test was adapted from a previous study,
ensuring its validity and reliability (Ahmad, 2020). To establish a baseline measure of their
reading comprehension skills, the researcher collected data from the students' most recent
scores assessed by their teacher, serving as a substitute for the formal pre-test scores. The
post-test, on the other hand, was administered to the students after they received the
treatment. The aim of the post-test is to measure any changes in students' reading
comprehension skills. During the first phase of treatment, students underwent a period of
instruction using conventional teaching methods for reading comprehension. This phase
aimed to provide a control measure against which the effectiveness of ReadWorks could be
compared. Following the first phase, a washout period was implemented as a temporal gap
to reduce any potential lingering effects from the initial instruction, ensuring that the
results of the second phase were not influenced by prior instruction. After the washout
period, the second phase began, where students were instructed to use the ReadWorks
platform. This phase was designed to test the platform's effectiveness in improving reading
comprehension skills.
The variables measured in this study included the type of instructional method used
(independent variable: conventional teaching methods vs. ReadWorks platform) and
students' reading comprehension scores (dependent variable) as measured by the
standardized reading comprehension test. The within-subject design was chosen to control
individual differences among students, ensuring that each participant served as their own
control. This design enhances the reliability of the findings by reducing the variability that
could arise from differences between participants. The washout period was included to
minimize the risk of carryover effects, which could bias the results of the second phase. To
ensure consistency in measuring reading comprehension skills, the same standardized test
was used for both pre-test and post-test assessments, enabling accurate comparisons of the
effectiveness of the two instructional methods.
The data were analyzed using paired samples t-tests to evaluate the significance of the
score differences between the two phases. The data consists of pairs of measurement
results from everyone who experienced both treatments, using the ReadWorks reading
platform and the conventional methods. This statistical method was chosen because it is
well-suited for comparing means from the same group of participants under different
conditions. The analysis aimed to provide solid evidence of the ReadWorks platform's
effectiveness in improving reading comprehension skills compared to traditional teaching
methods. This method ensured a thorough evaluation of the ReadWorks platform,
addressing limitations of previous studies by controlling for individual differences and

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assessing the platform's impact in a real educational setting. The findings are expected to
contribute to the broader understanding of digital tools in education and their potential to
improve learning outcomes.

3. FINDINGS AND DISCUSSION

Research Findings
Upon completing the study, two types of data were collected: pre-test and post-test
scores. For the pre-test, the researcher used the students' most recent scores, as assessed by
their teacher, as a substitute for formal pre-test results. These initial scores were used as a
benchmark to measure students' baseline abilities before any treatment. Meanwhile for the
post-test, the researcher administered post-test after the completion of each treatment: one
post-test was given following the conventional teaching method, and the other was given
after using the digital reading platform, ReadWorks. The tests were given to students in
class 11 (2) of SMA Negeri 16 Samarinda. The researcher administered a test comprising
30 multiple-choice questions, with a total of 30 students participating as the subjects of the
study.
The tables below display the data showing the students’ scores before and after being
taught using digital reading platform.

The Data of Experimental Group (Treatment)

Table 1. Students’ Score Before and After Being Taught Using ReadWorks
Students’ Name Pre-Test Score (X) Post Test Score (Y)
AB 35 73
AFS 42 70
ATN 31 77
BF 22 63
DZP 32 73
DA 42 70
DC 32 67
DNA 30 70
FDA 20 70
IPS 31 77
IVM 27 77
JFS 40 73
KTW 32 80
LYS 44 73
LS 52 80
LM 32 70
MFN 25 70
MRR 32 73
MAP 10 80
MA 33 63
MD 37 77
MMR 32 67
MRA 22 63

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NR 44 77
NAF 30 70
RA 32 73
RF 50 83
RYA 34 77
RA 37 70
TKA 60 80
N=30 ΣX=1022 ΣY=2186
Mean=34.07 Mean=72.87

The table above presents the data for the experimental group of 30 students, before and
after being taught using the digital reading platform, ReadWorks. Prior to the treatment,
the total pre-test scores amounted to 1022, with individual scores ranging from 10 to 60,
and an average score of approximately 34.07. Following the treatment, the total post-test
scores increased to 2186, with the lowest score being 63 and the highest score 83. The
average post-test score increased significantly to approximately 72.87.

The Data of Control Group (No Treatment)

Table 2. Students’ Scores Before and After Being Taught Using Conventional Method
Students’ Name Pre-Test Score (X) Post Test Score (Y)
AB 35 53
AFS 42 47
ATN 31 53
BF 22 43
DZP 32 53
DA 42 57
DC 32 47
DNA 30 50
FDA 20 40
IMP 31 57
IVM 27 47
JFS 40 57
KTW 32 60
LYS 44 53
LS 52 60
LM 32 33
MFN 25 50
MRR 32 43
MAP 10 50
MA 33 47
MD 37 57
MMR 32 40
MRA 22 40
NR 44 57

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NAF 30 57
RA 32 47
RF 50 77
RYA 34 57
RA 37 60
TKA 60 73
N=30 ΣX=1022 ΣY=1565
Mean=34.07 Mean=52.17

The table above presents the data for the control group of 30 students, before and after
taught using conventional teaching methods. Before the treatment, the students' pre-test
scores totaled 1022, with scores ranging from a low of 10 to a high of 60, and an average
score of about 34.07. After the treatment, the post-test scores increased to a total of 1565,
with the lowest score being 33 and the highest score 77. The average post-test score was
approximately 52.17.
Based on the data description of the experimental and control groups, it was observed
that the average score of students taught using the digital reading platform was higher than
that of those taught through traditional methods.
Data Normality Test
The normality test determines whether or not the collected data is normally distributed.
The IBM SPSS Statistics version 25 program was used to conduct the normality test in this
study. The data is considered to be normally distributed if the significance value exceeds
0.05. The table below presents the results of the normality test:
Table 3. Normality Test Result
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Comprehension

Code Group
Statistic df Sig. Statistic df Sig.
Reading
Students’

Pre-Test .148 30 .090 .956 30 .242

Post Test Experimental .146 30 .102 .944 30 .118
Pre-Test .148 30 .090 .956 30 .242
Post Test Control .136 30 .167 .947 30 .141
a. Lilliefors Significance Correction

As shown in the table above, the pre-test and post-test for the experimental group had
significance values of 0.242 and 0.118, respectively, while the control group had
significance values of 0.242 and 0.141. The significant values of both groups are > 0.05,
which means that both tests for all groups indicated that the significance values were above
the common alpha level of 0.05, suggesting that the data distributions do not significantly
deviate from normality. Consequently, it can be concluded that the reading comprehension
scores for both the experimental and control groups on the pre-test and post-test stick to a
normal distribution, thereby satisfying the normality assumption necessary for subsequent
statistical analyses.

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Descriptive Statistics
The researcher utilized the IBM SPSS Statistics version 25 program to calculate and
analyze the data from experimental and control group.

Table 4. Descriptive Statistics Results

Descriptive Statistics
N Range Min. Max. Sum Mean Std. Deviation Variance
Pre-Test 30 50 10 60 1022 34.07 10.014 100.271
Post Test Experimental 30 20 63 83 2186 72.87 5.367 28.809
Pre-Test 30 50 10 60 1022 34.07 10.014 100.271
Post Test Control 30 44 33 77 1565 52.17 9.337 87.178
Valid N (listwise) 30

The descriptive statistics provide a comprehensive overview of the pre-test and post-test
scores for both the experimental and control groups. The pre-test scores, which establish a
baseline for students' initial reading comprehension abilities, revealed similar distributions
between the two groups. Each group consisted of 30 students, with pre-test scores ranging
from a minimum of 10 to a maximum of 60. In the experimental group, the total pre-test
score was 1022, resulting in a mean of 34.07 and a standard deviation of 10.014. Likewise,
the control group also had a total pre-test score of 1022, with the same mean score of 34.07
and a standard deviation of 10.014.
After the treatment, there was a significant shift in post-test scores between the
experimental and control groups. In the experimental group, where the digital reading
platform was utilized, post-test scores ranged from 63 to 83. The total post-test score was
2186, with an average score of 72.87 and a standard deviation of 5.367, indicating a
positive impact of the intervention on students' reading comprehension. Conversely, in the
control group, which employed traditional teaching methods, post-test scores ranged from
33 to 77. The total post-test score was 1565, with an average of 52.17 and a standard
deviation of 9.337, reflecting some improvement in reading comprehension, though not as
pronounced as in the experimental group.
In summary, the descriptive statistics highlight the effectiveness of the intervention in
enhancing students' reading comprehension skills. The findings show improvements in
both the experimental and control groups, but the data clearly indicates that the digital
reading platform (ReadWorks) was more effective in fostering these skills compared to
conventional teaching methods. The experimental group not only demonstrated a greater
overall increase in scores but also achieved a higher average post-test score, underscoring
the significant impact of the digital reading platform on students' reading comprehension.

Hypothesis Testing
To test the hypothesis, the data collected from both the experimental and control groups
were calculated and analyzed using the t-test formula. The analysis process involved
describing the data by calculating the mean and standard deviation, followed by applying a
paired sample t-test to evaluate the significant differences between the outcomes of the two
treatments.

The hypothesis proposed in this study are:

H0 : The use of a digital reading platform does not impact the improvement of students'
reading comprehension skills.

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Ha : The use of a digital reading platform positively impacts the improvement of

students' reading comprehension skills.
The following conditions were applied:
H0 : rejected, if sig (2-tailed) > a = 0.05 (5%)
Ha : accepted, if sig (2-tailed) < a = 0.05 (5%)
The paired sample t-test generated the following results:

Table 5. Description of Students’ Reading Comprehension Test Result

Paired Samples Statistics
Std. Std. Error
Mean N Deviation Mean
Pair 1 Pre-Test 34.07 30 10.014 1.828
Post Test Experimental 72.87 30 5.367 .980
Pair 2 Pre-Test 34.07 30 10.014 1.828
Post Test Control 52.17 30 9.337 1.705

Table 6. Paired Sample T-Test Result of Experimental & Control Groups

Paired Samples Test
Paired Differences
95% Confidence
Std. Sig. (2-
Std. Interval of the t df
Mean Error tailed)
Deviation Difference
Mean
Lower Upper
Pair 1 Pre-Test -
Post Test -38.800 9.357 1.708 -42.294 -35.306 -22.713 29 .000
Experimental
Pair 2 Pre-Test -
Post Test -18.100 7.967 1.455 -21.075 -15.125 -12.444 29 .000
Control

The results of the paired samples of t-test offer insights into the disparities between the
pre-test and post-test scores in both the experimental and control groups. Based on the data
presented above, the first pair has the mean score increased significantly from 34.07 (pre-
test) to 72.87 (post-test), with a standard deviation decreasing from 10.014 to 5.367,
indicating a substantial improvement and reduced variability. The paired samples test for
the first pair has the mean difference of -38.800, indicating that, on average, students
scored 38.800 points higher on the post-test compared to the pre-test in the experimental
group. The negative sign signifies an improvement in scores. The confidence interval spans
from -42.294 to -35.306, not intersecting with zero, indicating a significant difference. The
t-value is -22.713, with 29 degrees of freedom, and a significance level of 0.000 (p < 0.05).
Since the p-value (0.000) is lower than the significance level (0.05), this confirms that the
difference is statistically significant.
Similarly, in the second pair, the mean score increased from 34.07 (pre-test) to 52.17
(post-test), with the standard deviation slightly decreasing from 10.014 to 9.337, indicating
some improvement but with more variability in comparison to the experimental group. The
paired samples test for the second pair has the mean difference of -18.100 indicates that

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students in the control group scored an average of 18.100 points higher on the post-test
compared to the pre-test. The confidence interval ranges from -21.075 to -15.125, again
indicating a significant difference. The t-value of -12.444, with 29 degrees of freedom, and
a significance level of 0.000 (p < 0.05), confirms that this difference is also statistically
significant.
The paired samples t-test results show significant improvements in reading
comprehension scores from the pre-test to the post-test for both the experimental and
control groups. The experimental group showed a larger mean difference, and a higher t-
value compared to the control group, indicating a more significant improvement. The
statistically significant p-values for both pairs (0.000) confirm that the observed
differences are not caused random chance but rather due to the interventions applied. These
results suggest that both the experimental intervention and the control condition had a
positive impact on students' reading comprehension, with the experimental intervention
being more effective.
Thus, with the data demonstrating a significant difference in the students’ reading
comprehension achievements between those who were taught using the digital reading
platform (ReadWorks) and those who were only taught using the conventional teaching
method, it can be concluded that the alternative hypothesis (Ha) is accepted and the null
hypothesis (Ho) is rejected, which again, indicating the experimental intervention proved
to be more effective in improving students' reading comprehension compared to the control
condition.

Research Discussion
The study investigated the effectiveness of the digital reading platform, ReadWorks, in
improving the reading comprehension skills of high school students, comparing it with
conventional teaching methods. The research employed a within-subject design, allowing
for a detailed analysis of the same group of students before and after the intervention.
Based on the data analysis, it shows that the digital reading platform (ReadWorks) is
effective in improving students’ reading comprehension skills as there is significant
difference in scores before and after being taught using ReadWorks among the second-
grade students of SMA Negeri 16 Samarinda.
In the experimental group, the pre-test scores averaged 34.07, with a standard deviation
of 10.014, indicating a wide range of initial reading comprehension abilities among the
students. After the intervention with ReadWorks, the post-test scores significantly
increased to an average of 72.87. The standard deviation dropped to 5.367, showing that
the scores became more consistent, reflecting a uniform improvement in reading
comprehension skills. The mean difference of -38.800 highlights a substantial gain in
performance, supported by the paired samples t-test results (t-value: -22.713, p-value:
0.000), which confirm that this improvement is statistically significant.
For the control group, the pre-test scores also averaged 34.07, with a standard deviation
of 10.014. Following the conventional teaching methods, the post-test scores increased to
an average of 52.17. However, the standard deviation slightly decreased to 9.337,
indicating that the scores remained relatively varied. The mean difference of -18.100
shows an improvement, but it is less pronounced compared to the experimental group. The
paired samples t-test results (t-value: -12.444, p-value: 0.000) also confirm a statistically
significant improvement, though not as substantial as in the experimental group.
The findings demonstrate that both the digital reading platform and traditional teaching
methods positively impacted students' reading comprehension skills, but the extent and

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consistency of improvement varied significantly between the two approaches. The

substantial increase in the mean score and the reduced variability in the experimental group
indicate that ReadWorks was highly effective in enhancing students' reading
comprehension skills. The decrease in the standard deviation suggests that the platform
helped students achieve more uniform progress, likely due to its interactive and engaging
features that cater to different learning paces and styles. The statistically significant mean
difference and high t-value reinforce the platform's effectiveness, making it a valuable tool
for improving reading comprehension. While the control group also showed improvement,
the mean score increased, and standard deviation changes were less significant compared
to the experimental group. The larger variability in the post-test scores suggests that the
conventional methods did not equally benefit all students, leading to more diverse
outcomes. This indicates that while conventional methods can improve reading
comprehension, they may not be as effective or consistent as digital platforms like
ReadWorks.
The current research findings align with and expand upon previous studies regarding the
effectiveness of digital reading platforms in improving reading comprehension. For
example, Fithriyah (2022) found that students perceived ReadWorks as improving their
reading comprehension, particularly in vocabulary and fluency. Similarly, the current study
supports these findings, showing significant improvements in overall reading
comprehension scores for students using ReadWorks. The substantial increase in mean
scores and reduced variability indicates that the platform's interactive features effectively
support vocabulary acquisition and comprehension skills. Additionally, Tare et al. (2022)
reported a correlation between increased usage of ReadWorks and higher growth in
standardized reading test scores. The present study's significant mean difference and high
t-values support this correlation, demonstrating that consistent use of ReadWorks can lead
to measurable improvements in reading comprehension. The findings suggest that
ReadWorks provides an effective approach for enhancing comprehension through repeated
practice and immediate feedback. Moreover, Hethesia (2021) highlighted the motivational
benefits of ReadWorks, noting that it enhances reading comprehension through authentic
learning experiences. The current study's results, showing a significant improvement in
post-test scores, suggest that the motivational aspects of ReadWorks contribute to better
engagement and learning outcomes. The reduction in score variability in the experimental
group indicates that the platform effectively engages a wide range of students, promoting
more uniform improvements.
The study's results highlight the potential of digital reading platforms to significantly
improve reading comprehension skills more effectively than conventional teaching
methods. The consistent and substantial improvement observed in the experimental group
underscores the importance of incorporating technology in educational practices to support
diverse learning needs and improve academic outcomes. Future research could explore the
long-term effects of using digital reading platforms, their impact on different age groups,
and their applicability in various educational settings. Additionally, studies could
investigate the specific features of digital platforms that contribute most to learning gains,
providing insights into how these tools can be optimized for maximum educational benefit.
In conclusion, the findings support the use of ReadWorks as an effective tool for
enhancing reading comprehension skills, offering a more consistent and substantial
improvement compared to conventional teaching methods. This study contributes to the
growing body of literature advocating for the integration of digital tools in education to
improve student learning outcomes.

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4. CONCLUSION
The study concludes that the digital reading platform ReadWorks is a highly effective
tool for improving the reading comprehension skills of high school students, demonstrating
significantly better outcomes compared to traditional teaching methods. The effectiveness
of ReadWorks is evident in the substantial improvement in students' test scores. For
instance, the experimental group, which used ReadWorks, saw their average test scores
rise from 34.07 to 72.87 after the intervention—a remarkable increase of 38.8 points.
Additionally, the standard deviation in this group dropped from 10.014 to 5.367, indicating
that the students' performance became more consistent, with less variation in scores. This
suggests that ReadWorks not only enhanced reading comprehension across the board but
also helped students achieve more uniform progress, regardless of their initial abilities.
In comparison, the control group, which continued with conventional teaching methods,
also showed improvement, but to a lesser extent. Their average test scores increased from
34.07 to 52.17, reflecting a gain of 18.1 points. However, the standard deviation only
slightly decreased from 10.014 to 9.337, indicating that the variability in students'
performance remained relatively high. This suggests that traditional teaching methods did
not benefit all students equally, leading to more varied outcomes.
The statistical analysis further supports these findings. The paired samples t-test for the
experimental group yielded a t-value of -22.713 with a p-value of 0.000, confirming that
the improvement in scores was highly statistically significant. In contrast, the control group
also showed a statistically significant improvement (t-value: -12.444, p-value: 0.000), but
the gains were less consistent.
These results underline the potential of digital platforms like ReadWorks to provide a
more engaging, personalized, and effective learning experience compared to conventional
methods. The significant increase in mean scores and the reduction in score variability in
the experimental group highlight how ReadWorks can provide different learning styles and
needs, helping all students progress more consistently.
The findings of the study contribute to the increasing amount of indication supporting
the integration of digital tools in education. By showing that students using ReadWorks
achieved significantly higher and more consistent scores, the research supports the broader
adoption of such platforms to enhance student learning outcomes. Future research could
explore the long-term effects of using digital reading platforms, their impact on different
age groups, and the specific features of these tools that contribute most to learning gains.
This could provide valuable insights into how digital platforms can be optimized for
maximum educational benefit.

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