Intervention Concept Maps to Support Early Reading in Elementary Schools: A Narrative Review of the Effectiveness of Various Pedagogical Approaches

Arifin Ahmad (Universitas Pasundan)

Sustainable
Vol. 7 No. 2 (2024): Sustainable

Early reading proficiency is a foundational determinant of academic success, yet a substantial proportion of elementary students experience persistent difficulties in acquiring essential decoding and comprehension skills. This narrative review aims to synthesise the effectiveness of diverse pedagogical interventions for early reading difficulties and to construct an integrated concept map representing their interrelationships. Employing a systematic search across multiple academic databases, the review identified and analysed a substantial corpus of empirical studies published between 2019 and 2024. Thematic coding revealed six distinct clusters of intervention approaches: systematic phonics, multisensory structured literacy, balanced meaning-centred instruction, technology-mediated tools, metacognitive scaffolding, and tiered intervention frameworks. The findings demonstrate that no single approach is universally sufficient; rather, the most effective remediation combines explicit skill instruction with responsive, multi-component delivery within a tiered organisational structure. The resulting concept map serves as both a research reference and a practical planning tool for educators. This study contributes a unified visual framework that bridges fragmented evidence and supports evidence-based instructional decision-making in diverse elementary contexts.