The use of artificial intelligence in learning to read in primary school children

Abstract

The main objective of this article is to unravel how artificial intelligence (AI) influences the teaching and learning of reading in elementary school children. Using a documentary and qualitative methodology, we seek to thoroughly understand the diverse perspectives on this topic. Lev Vygotsky's theory of situated learning guides us that learning occurs in a social and cultural environment. AI could be key to building tailored, highly adaptable learning environments. In children, reading skills encompass phonological awareness, decoding, fluency, comprehension, and vocabulary. AI can be used to instruct and refine these important skills. We show several examples of tools and applications that apply AI to teach and improve reading skills; among the benefits of using AI are personalized learning, instant feedback, motivation and engagement, and data analysis. However, the implementation of AI in education poses challenges, such as the necessary training for educators and ensuring accessibility for all students. Below, we look at "Read Along," an app that uses AI and helps elementary school children read more fluently, with brilliant results. AI is a tool to boost reading skills in elementary school children, but there are aspects that need to be outlined, such as the difficulties and obstacles that will make it work well and perfectly.