Evidence

Irfun, I. (2025). Improving student’s reading comprehension by using Bookr Class application in SMP Muhammadiyah Jayapura. Tut Wuri Handayani: Jurnal Keguruan dan Ilmu Pendidikan, 4(1), 37–46. https://doi.org/10.59086/jkip.v4i1.768

Quasi-experimental study (N = 60) at SMP Muhammadiyah Jayapura, Indonesia. Over five weeks, the class taught with BOOKR Class significantly outperformed the control group in reading comprehension (post-test mean 80.83 vs. 74.63; p < .001). Universitas Muhammadiyah Papua.

Varga, E., & Daróczi, G. (2024). The role of interactive books in the development of reading and reading comprehension: A case study on the implementation of the interactive books of the BOOKR Suli software in the classroom. Móra–BOOKR Kids, Klebelsberg Centre & Eötvös Loránd University. ISBN 978-963-489-666-1.

National classroom pilot conducted with the Klebelsberg Centre (Ministry of Human Capacities, Hungary) in 30+ public schools with 2,200+ students aged 7–12. Interactive books produced higher results than printed texts on 14 of 28 reading-comprehension criteria, with two-to-six-times-higher correct-answer rates on word-level tasks.

Yavuz, I. (2025). The impact of online reading tools on reading comprehension skills: A study on efficiency of BOOKR Class platform [Graduate research project]. Graduate School of Anadolu University, Türkiye.

Pre-/post-test study of 78 sixth-grade EFL learners (CEFR A1–A2) in Istanbul. Mean reading-comprehension scores rose from 53.2 to 64.8 after regular BOOKR Class use (t = −5.28, p < .001, Cohen’s d = 0.60).

Horváth, D. (2022). The birth of a new book format: The effects of the interactive books on reading ability and comprehension amongst the Alpha and Z generation [Doctoral dissertation summary]. Communication Science Doctoral Program, Department of Communication and Media Studies, Budapest.

Doctoral research on interactive books as a hybrid medium for Generations Z and Alpha. In a 2019 national pilot (grades 2–6, EFOP 3.2.4 programme via the Klebelsberg Centre), students performed on average 15–20% better in reading and text comprehension with interactive books than with printed text.

BookWise Educational Services, MEL Unit. (2026). Assessment of the BOOKR Class digital English proficiency intervention under the Ministry of Education pilot programme: Impact evaluation report [Independent evaluation commissioned by the Ministry of Education of Jordan]. BookWise Educational Services.

Independent mixed-methods impact evaluation of a four-month Ministry of Education pilot (February–June 2026) in 20 public schools across four Jordanian governorates, Grades 4–5, N = 3,493 (1,938 treatment, 1,555 comparison). Treatment students gained +1.08 points on a 30-item CEFR-aligned assessment while the comparison group declined by −0.47 (difference-in-differences +1.55; p < .001); active users gained +2.14 (DiD +2.61), and students completing 46+ books gained +3.39, about 29% over baseline. Students read 59,348 digital books in a single semester.

Education Alliance Finland. (2021, October 6). BOOKR Class: Pedagogical quality evaluation report. Education Alliance Finland. https://educationalliancefinland.com

Independent expert evaluation against criteria developed with University of Helsinki researchers. BOOKR Class scored 94–98/100 across the four pedagogical-approach dimensions (“Excellent” to “Outstanding”) and earned the Education Alliance Finland certification.

Balogh, Zs. (2024). Supporting newcomers’ English learning with the help of digital libraries [White paper]. BOOKR Kids.

Examines how levelled, interactive digital libraries support newcomer and English-learner populations, with pilot results from Highline Public Schools (WA, USA), the Kayany Foundation (Lebanon) and SOS Children’s Villages (Guatemala).

Balogh, Zs. (2025). Enhancing literacy education with digital interactive books: A comprehensive analysis of benefits, challenges, and implementation strategies [White paper]. BOOKR Kids.

Research synthesis of meta-analyses and classroom studies on digital interactive books, covering vocabulary and engagement gains, design conditions for comprehension benefits, and implementation strategies for schools.

Balogh, Zs. (2026). Bridging the literacy divide: The evidence-based BOOKR method to support educational equity [Policy article]. BOOKR Kids.

Policy overview for ministries of education on closing the literacy achievement gap with the BOOKR method, drawing on university-led research and a bilingual digitization partnership in Malaysia.

Balogh, Zs. (2026). Empowering the next generation: English proficiency as a catalyst for global opportunity [Policy article]. BOOKR Kids.

Positions English proficiency as a driver of economic opportunity and presents BOOKR Class pilot outcomes with Aldeas Infantiles SOS (Guatemala) and the Kayany Foundation (Lebanon).

Horváth, D. (2026). Reading comprehension and AI-ready competence: A literacy-based framework [Working paper]. BOOKR.

Conceptual framework arguing that AI readiness is a literacy-based cognitive competence: PISA reading proficiency Level 4 is proposed as the “AI-ready minimum,” with Levels 5–6 corresponding to critical and advanced AI readiness.

BookWise Educational Services, MEL Unit. (2026). Irbid: A proof of concept for integrated investment in student success – When wellbeing and academic investment belong in the same portfolio [Case study: Six public schools, Irbid Governorate, Jordan; companion analysis to the Ministry of Education pilot evaluation]. BookWise Educational Services.

Six Irbid schools where BOOKR Class ran alongside a student-wellbeing programme, each evaluated independently with separate instruments. English reading scores rose +2.41 points in the programme group vs. +0.85 in the comparison group (DiD +1.56; n = 515), while life satisfaction rose in the programme group and fell in the comparison group (DiD +7.25 percentage points, p < .001; n = 703) and the share of high-risk students fell on all five wellbeing measures. Both evaluations independently singled out Irbid: the strongest wellbeing result and one of the two strongest reading gains of any governorate in the pilot.

BOOKR Class. (2023). How to improve pronunciation with authentic context: A Buenos Aires-based private educational institution improves pronunciation and fosters ESL learners at K–8 [School case study: Escuela Scholem Aleijem, Argentina]. BOOKR Kids.

One academic year after implementing BOOKR Class, the school recorded a 45-percentage-point improvement in reading comprehension and a 68% rise in pronunciation performance, measured through the app’s AI voice-recording tool.