Emporia State McNair Scholars Research Forum

Recent assessments from the National Assessment of Educational Progress have revealed a concerning trend: reading scores for both age nine and age 13 students in 2022 and 2023 have shown significant declines compared to previous years. Consequently, there is a heightened urgency to foster lifelong literacy skills among students. This research project investigates the integration of artificial intelligence and computational linguistics (AICL) to enhance literacy instruction, aiming to address declining literacy proficiency among students. Highlighting the role of dynamic literacy pedagogies and technological advancements, this study emphasizes the correlation between childhood literacy levels and success in educational and professional domains to frame the exploration of how AICL can amplify or transform 8th and 9th-grade English language arts curricula. Leveraging AI-enhanced curriculum and frameworks like Technological Pedagogical Content Knowledge (TPACK) and the PICRAT model, educators can personalize instruction, identify strengths and weaknesses, and enhance engagement with textual materials aligned with Common Core standards. Through document analysis of openly licensed 8th and 9th-grade literacy skill-focused curricula from EngageNY and transcendental phenomenology, this study examines a preservice teacher’s integration of AICL in literacy education, generating actionable insights for educators. By exploring innovative approaches to literacy pedagogy, this research can support educators in their goal of cultivating critical thinkers equipped with essential literacy skills for success in the 21st century.

Key Words: artificial intelligence, document analysis, literacy pedagogies, literacy proficiency or discrepancies, transcendental phenomenology