Purpose: The proliferation of educational technology presents new opportunities for targeted reading interventions. While tools like Microsoft Teams Reading Progress are gaining traction, there is a need for structured, evidence-based approaches to guide their implementation. This study aimed to evaluate the effectiveness of a novel intervention, the MS T.E.A.M.S. (Targeted Engagement and Assessment through Microsoft Systems) recovery approach, on the English reading speed and accuracy of struggling readers.

Methods: The study employed a one-group pre-test-post-test quasi-experimental design. A cohort of 30 students, identified as requiring reading support, participated in an eight-week intervention program. The MS T.E.A.M.S. approach involved regular, structured reading practice and feedback using the Reading Progress feature within Microsoft Teams. Reading speed, measured in words per minute (WPM), and reading accuracy, measured as the percentage of correctly read words, were assessed before and after the intervention. Data were analyzed using descriptive statistics and paired-samples t-tests.

Results: The analysis revealed a statistically significant improvement in both reading speed and accuracy following the intervention. The mean reading speed increased from 65.40 WPM (SD = 10.25) to 85.93 WPM (SD = 11.51), t(29) = 8.42, p < .001. Similarly, mean reading accuracy rose from 88.73% (SD = 4.12%) to 95.60% (SD = 2.89%), t(29) = 7.98, p < .001.

Conclusion: The findings suggest that the systematic implementation of the MS T.E.A.M.S. recovery approach is an effective strategy for enhancing the reading fluency of struggling students. This study provides a practical, technology-driven framework for educators, indicating that when used intentionally, tools like MS Teams can lead to significant gains in foundational literacy skills. Further research using controlled designs is recommended to corroborate these findings.

Reading Fluency, Reading Speed, Educational Technology

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