Abstract

The COVID-19 pandemic triggered a drastic shift to distance education, exacerbating challenges in the development of reading skills among primary and secondary students. Through a systematic review of the literature, this article reports on interventions that have addressed the difficulties in developing reading skills caused by distance education. The findings of this study aim to guide future interventions designed to mitigate the consequences of distance education on reading skill development and to propose recommendations for future distance learning scenarios, ensuring continuous and equitable progress in reading proficiency.