FACILITATING COLLABORATIVE LEARNING IN THE DIGITAL ENVIRONMENT THROUGH GUIDED READING AMONG YOUNG SCHOOL-AGE PUPILS

<doi>10.24250/jpe/SI/2026/AME/</doi>

Abstract

The article examines how guided reading can be redesigned
in a digital environment in order to facilitate collaborative
learning among young school-age pupils. Starting from the
premise that technology should support, not replace,
pedagogical interaction, the paper presents a small-scale
classroom case study conducted with 16 fourth-grade
pupils. The intervention lasted six weeks and combined
printed reading fragments with digital activities created
through Wordwall, Kahoot!, Padlet, Book Creator, Canva
for Education, StoryJumper and related tools. The
activities targeted comprehension, vocabulary
development, reading fluency, inferential thinking and
collaborative interpretation. The results recorded in the
case study indicate progress in all four assessed indicators:
text comprehension, identification of the main idea,
vocabulary and reading fluency. The findings also show
increased motivation and participation, especially when
immediate feedback, gamified quizzes and collaborative
digital products were used. The paper concludes that
digital guided reading can become an effective
pedagogical strategy when it is carefully planned, ageappropriate,
balanced with print reading and mediated by
the teacher.