<![CDATA[This study examines the impact of the Reading Eggs application on developing reading skills among young ESL (English as a Second Language) learners, focusing on age and gender differences within the Teaching at the Right Level (TaRL) framework. A quantitative pre-test/post-test design was employed to assess changes in reading skills following a two-week intervention using Reading Eggs. The participants included 28 primary school students grouped by age and gender to explore demographic effects. A two-way ANOVA was conducted to evaluate the influence of age, gender, and their interaction on reading skills. While the results showed no statistically significant effects, a large effect size for age suggests a potential influence constrained by the limited sample size. Gender and the interaction of age and gender demonstrated negligible effects. Data analysis included two-way ANOVA, hierarchical regression, and Structural Equation Modeling to uncover nuanced relationships between age, gender, and program effectiveness. The findings revealed no statistically significant effects, although a large effect size for age suggests a potential impact limited by the small sample size. Gender and the interaction of age and gender demonstrated negligible effects. ]]>
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