Research article | Open Access
International Journal of Progressive Education 2025, Vol. 21(6) 1-18
Reading Comprehension in AI-Supported Storytelling: Evidence from Fourth-Grade Students’ Interactions with Generative Artificial Intelligence
pp. 1 - 18
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Abstract
This study investigates how fourth-grade primary school students’ interactions with generative artificial intelligence tools—specifically ChatGPT and Microsoft Copilot—during story-creation tasks are reflected in their native-language reading skills. Using a qualitative design embedded within an action-research process, data were gathered through semi-structured interviews, in-class observations, field notes and students’ written responses to two story-comprehension forms derived from AI-generated narratives. The data were analysed through thematic content analysis, supported by descriptive statistics. Guided by Rosenblatt’s reader-response theory, Kintsch’s construction–integration model, inference-based comprehension research and the Turkish fourth-grade language arts learning outcomes, the analysis produced five key themes: Text Comprehension, Inference-Making, Detail Awareness, Emotional Response and Connection, and Word Consciousness. Across the dataset, 132 codes were identified. Findings indicate that students demonstrate strength in fundamental text comprehension and event-focused interpretation but show limited development in abstract inference, vocabulary awareness and deeper affective engagement. AI-supported story production appears to scaffold comprehension processes by helping students recognise narrative structure, form empathetic connections with characters and draw on personal experiences while making meaning. Individual analyses of focal participants reveal a shift from surface-level recall to more reflective, value-oriented and empathy-driven reading behaviours. Overall, the results suggest that AI-supported storytelling holds promise as a pedagogical tool for enhancing native-language reading, provided it is accompanied by explicit instruction targeting inference-making, vocabulary development and critical engagement with AI-generated texts.
Keywords: Artificial Intelligence, Generative AI, Reading Comprehension, Primary Education, Turkish Language Arts
APA 7th edition
Kuru, M.E., & Eryaman, M.Y. (2025). Reading Comprehension in AI-Supported Storytelling: Evidence from Fourth-Grade Students’ Interactions with Generative Artificial Intelligence. International Journal of Progressive Education, 21(6), 1-18.
Harvard
Kuru, M. and Eryaman, M. (2025). Reading Comprehension in AI-Supported Storytelling: Evidence from Fourth-Grade Students’ Interactions with Generative Artificial Intelligence. International Journal of Progressive Education, 21(6), pp. 1-18.
Chicago 16th edition
Kuru, Mehmet Emrah and Mustafa Yunus Eryaman (2025). "Reading Comprehension in AI-Supported Storytelling: Evidence from Fourth-Grade Students’ Interactions with Generative Artificial Intelligence". International Journal of Progressive Education 21 (6):1-18.
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