<![CDATA[Reading lessons now include more than printed words. Students often need to connect text with visual and digital information. We examined reading comprehension in a Grade 7th class that used a multiliteracy model supported by augmented reality (AR). We used a quasi-experimental nonequivalent control group pretest-posttest design. Sixty students from one of public school in Jakarta took part. Thirty students learned with the AR-assisted multiliteracy model, and 30 students received regular text-based instruction. We used a reading comprehension test and analyzed the scores with descriptive statistics, paired-samples t-tests, direct group comparisons, and Hedges’ g. Both groups improved from pretest to posttest (p < .001). The control group gained 11.97 points, while the experimental group gained 17.20 points. The experimental group also had a higher posttest mean, t(58) = 4.10, p < .001. The standardized posttest difference was large (Hedges’ g = 1.04). The results show that AR can support reading when teachers use it as part of a clear multiliteracy lesson. AR supported meaning making by presenting visual and contextual information alongside the text. It complemented reading activities without replacing them.]]>
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