Abstract

This study investigated the Revitalization of Literacy in Reading Comprehension through Internet and Digital Technology Instruction, with particular emphasis on the use of Sora, a digital reading platform in senior secondary schools in Ebonyi state, Nigeria. Persistent poor performance in reading comprehension among students in the state has been attributed to outdated instructional methods, limited access to reading materials, weak reading culture, and inequitable educational resources, especially between rural and urban schools. Anchored on contemporary literacy and digital learning perspectives, the study drew evidences from recent empirical studies, policy documents, and practical classroom experiences. The findings revealed that integrating Sora into reading comprehension instruction enhances students’ engagement, motivation, and comprehension skills through access to diverse eBooks and audiobooks, multimodal learning features, and interactive tools such as annotations, vocabulary support, and progress tracking. The platform also supports differentiated instruction and data-driven teaching, enabling teachers to monitor students’ reading habits and provide targeted interventions. Despite infrastructural and capacity-related challenges, the study demonstrated that digital reading platforms, when supported by adequate training and policy commitment, can significantly bridge literacy gaps and reduce gender and location disparities in reading achievement. The study concluded that internet and digital technology instruction, exemplified by Sora, offers a viable and sustainable strategy for improving reading comprehension and fostering a robust reading culture among senior secondary school students in Ebonyi state. It therefore recommended increased investment in digital infrastructure, continuous teacher professional development, and stakeholder collaboration to ensure effective and equitable implementation.