Theoretical and Empirical Review of Reading Literacy among Elementary School Students

Abstract

Reading literacy is a fundamental competence that profoundly impacts students' academic performance and lifelong learning. This study aims to provide a comprehensive review that bridges theoretical frameworks and empirical findings regarding reading literacy among elementary school students. Utilizing a qualitative research design with a systematic literature review approach, this study analyzed 42 peer-reviewed publications from 2015 to 2025. The sources were selected using predefined inclusion criteria and analyzed thematically to address three central research questions concerning theoretical models, effective literacy strategies, and the integration of theory and practice. The findings reveal that the Simple View of Reading, the Interactive-Compensatory Model, and Sociocultural Theory are dominant frameworks explaining reading development. Empirical evidence highlights the effectiveness of strategies such as metacognitive approaches, digital literacy tools, paraphrasing training, and feedback-oriented instruction. The integration of these theoretical insights with classroom practices underscores the importance of student-centered learning and culturally responsive pedagogy in enhancing literacy outcomes. Moreover, the study emphasizes the evolving role of technology and the need to address learning loss due to the COVID-19 pandemic. This integrative review contributes to a deeper understanding of how theory and practice intersect in reading instruction, offering valuable implications for educators, curriculum designers, and policymakers aiming to improve literacy education in elementary settings.