Abstract
Early years learners with learning disabilities experience several challenges while learning English language skills, particularly reading comprehension skills. Using augmented reality (AR) in this manner can assist instructors to integrate real proofreading comprehension skills, including video modeling, and give more opportunities for individual practice. Also, it expands the breadth of interaction and mental expression in early childhood students with learning disabilities. The study adopted a quasi-experimental design and the within-subjects design and applied the chi-square test to compare observed and expected outcomes. The current study discusses how to utilize a specific AR application to develop reading comprehension skills for early childhood students with learning disabilities. A purposive sample of twenty early childhood students (n = 20) with learning disabilities who had difficulty with reading comprehension was chosen from a primary school. Pre- and post-tests were administered to participants to assess reading comprehension. Three questions containing five items each tested three reading skills: answering questions, guessing meaning from context, and scanning. The findings show that the sample improved significantly in the post-test, which indicates the effectiveness of AR technology in developing reading comprehension skills.