Research project
READ aims to address the urgent challenge of literacy development in Sweden, where recent PISA results indicate a significant decline in reading proficiency among children. With 24% of ninth-graders failing to reach a basic level of reading comprehension, READ seeks to enhance literacy instruction in the first school classes by integrating AI support for teachers and personalized automated reading assistance for students.
Leveraging advancements in generative AI and automatic speech recognition, READ will empower educators to utilize these technologies in ways that are conducive to children's reading development. C entral to READ's goal is the development of a theoretically grounded framework for implementing human-AI reading support in education. We will produce practical guidelines for teachers for AI support, emphasizing the importance of maintaining the human teacher's role in literacy instruction. Collaborating closely with educators and students, READ will codesign open-source human-AI reading instruction for tailored reading interventions, ensuring accessibility and scalability, even in resource-constrained settings. By evaluating the impact of human-AI reading training on young learners' literacy skills, READ aspires to prepare for the establishment of a Human-AI Literacy Center in Sweden. This initiative not only aims to enhance reading skills but also contributes to the United Nations' goal of ensuring inclusive and equitable quality education for all children.
