Reading Comprehension and Constructive Learning: Policy Considerations in the Age of Artificial Intelligence

Abstract

Although reading in the digital age looks different than in the past (e.g., on a screen, shorter texts spread across multiple sources), reading continues to be a central part of everyday life. Research in reading comprehension shows that this type of modern reading requires more complex knowledge building inference processes that are difficult for many adolescents and adults. Constructive and personalized learning activities can support readers’ knowledge building. Researchers have been using artificial intelligence (AI) to make these types of activities more effective and accessible. Emerging directions and considerations also result from the introduction of generative AI. Increased collaboration across researchers, developers, educators, and policymakers would afford empirically supported research, development, and implementation that can keep pace with the quickly evolving technological landscape.