Optimizing AI-Assisted Reading Comprehension: Leveraging Chatgpt to Enhance Primary School Pupils’ Analytical Skills

Abstract

This study systematically reviews the role of Artificial Intelligence (AI), particularly ChatGPT, in enhancing reading comprehension and analytical skills among primary school pupils. The objective is to evaluate the effectiveness, engagement outcomes, and pedagogical implications of AI-assisted learning in literacy education. Using the PRISMA 2020 framework, peer-reviewed studies published between 2020 and 2025 were identified from Scopus, ERIC, and Google Scholar. The inclusion criteria focused on empirical research involving AI-driven reading comprehension interventions at the primary education level. The findings reveal that AI-assisted tools like ChatGPT significantly improve pupils’ engagement, reading comprehension, and analytical thinking by providing personalized feedback, adaptive questioning, and real-time support. Qualitative studies highlighted increased learner motivation and participation, while experimental research demonstrated measurable gains in reading performance and critical reasoning. Mixed-methods studies further emphasized the complementary role of AI in supporting teachers through automated assessment and individualized lesson planning. However, challenges such as limited long-term evidence, overreliance on AI, and ethical concerns including data privacy and content accuracy remain notable limitations. The review concludes that AI-powered platforms have the potential to transform reading instruction by promoting interactive, personalized, and data-driven literacy development. For sustainable integration, educators must receive AI literacy training, and policymakers should establish clear ethical frameworks. The study contributes to understanding how ChatGPT can serve as an assistive educational tool, complementing human-led instruction while fostering critical and independent reading skills among young learners.