First published 10/1/2026, 4:30:15 AM · Last updated 10/1/2026, 4:30:15 AM

Improving Reading Literacy Competence in Non-Literary Texts through Digital Flipbook-Based Instructional Materials Using the Reading Response Group Strategy Among Middle School Students

Journal article studying improvement of reading literacy competence in non-literary texts among middle school students using digital flipbook-based instructional materials and the Reading Response Group strategy. Published by PT Formosa Cendekia Global on 2026-09-30.

Categories: positive-progress, technology

Generated scores

Scores are based on the cited reporting and use a 1–10 scale. Read the methodology.

Confidence: 4/10How certain the assessment is based on the clarity and evidence in the cited reporting.
Geographic reach: 1/10How widely the event reaches, from a local area (1) to worldwide impact (10).
Global importance: 2/10The event's broader significance, from limited importance (1) to major global importance (10).
Impact magnitude: 3/10The scale or severity of the real-world impact, from minor (1) to extreme (10).
Positivity: 7/10How harmful or beneficial the event is, from strongly harmful (1) to strongly positive (10).
Urgency: 1/10How time-sensitive the event is, from low urgency (1) to immediate attention needed (10).

Why it matters

The article presents an instructional approach aimed at improving middle school students' reading literacy competence.

Sources

Improving Reading Literacy Competence in Non-Literary Texts through Digital Flipbook-Based Instructional Materials Using the Reading Response Group Strategy Among Middle School Students

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