<![CDATA[Digital news reading requires learners to connect written and visual information while monitoring their understanding. However, the availability of multimedia resources does not establish how those resources support reading. This study examines how learner needs and limitations in existing materials informed the adaptation of Reciprocal Teaching into digital materials for Grade 7 Indonesian language instruction. A qualitative descriptive approach combined an analysis of two textbooks, a learner needs questionnaire, teacher interviews, and development documents, including expert review records. Reported questionnaire percentages were interpreted descriptively, while qualitative evidence was coded, categorized, compared, and synthesized to trace design decisions. Guidance in generating questions was the most frequently reported process-related need (85.0%), whereas easy and flexible access was the most frequently reported environmental need (94.0%). The synthesis identified six support requirements: initial orientation, attention direction, comprehension repair, information selection and organization, systematic guidance, and verbal–visual integration. These requirements informed adaptations of predicting, questioning, clarifying, and summarizing, represented through multimodal cues, focused prompts, contextual vocabulary support, sequenced activities, and integrated assessment. Expert feedback addressed linguistic clarity, visual consistency, and interface organization. The contribution is an explicit account of how reported needs were translated into reading functions and digital design decisions. The findings establish a design rationale rather than evidence of improved comprehension, usability, or transfer to independent news evaluation.]]>
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