Abstract
This U-GAIN Reading Research & Development Center report investigates generative artificial intelligence (AI) applications for enhancing reading instruction to achieve equitable gains for diverse elementary students, including English Learners (ELs). The report combines an edtech market scan with interviews and listening sessions involving 16 educators across 11 states. Findings indicate that districts prioritize the Science of Reading, though implementation varies. The market scan revealed a trend in edtech platforms to integrate holistic elements, such as social-emotional learning, personalized tutoring, and real-time assessments. Educators reported using AI for personalized learning, language support, and lesson planning. Key opportunities for generative AI applications include customizing texts to student interests and reading levels, facilitating adaptive listening and speaking activities, and promoting culturally responsive discussions for ELs. However, concerns emerged regarding biases in AI-generated content, inaccuracies in Automated Speech Recognition (ASR) for diverse speech accents, dialects, and patterns, as well as student data privacy. The report recommends designing AI tools with ELs in mind, ensuring transparency in development, and establishing robust district policies for ethical AI adoption.
Suggested Citation
Pautz Stephenson, S., Leones, T., Kamdar, D., Prado, Y., and Ddamulira, J. (2025, August).
A national context of generative AI for reading to support English learners.
Digital Promise. https://doi.org/10.51388/20.500.12265/258