Why can a learner know something in the lesson, but struggle to use it when the example changes?
ReadNext grew from paying attention to that gap — and to what helped learners begin working through it for themselves.
What happens between learning a reading skill and being able to recognise and use it independently?
Long before ReadNext had a name, I was volunteering while still a student myself. One learner in particular kept coming back to me whenever she needed help with her reading.
If an example felt difficult, we would break it into smaller reading pieces, practise those pieces and gradually bring them back together. Sometimes she needed a quick reminder of something she had already learnt. Other times, she simply needed enough time to try.
Instead of immediately giving her the answer, I would sometimes ask her to think aloud. Hearing how she was approaching the reading made it easier to see where her thinking was working — and where the difficulty had actually begun.
A learner can know something and still need help learning how to use what they know.
As I continued working with learners, versions of the same problem kept appearing in different ways.
A learner may recognise something in the exercise where it was taught, then hesitate when the same learning appears in an unfamiliar word or form.
In weekly lessons, new learning keeps moving forward. But some learners need more opportunities to revisit and strengthen what came before.
Some learners need more time, a smaller reading step or a different question. In a classroom, that level of individual attention is not always possible every day.
A parent once explained how useful guided reading support was because she could not read Arabic herself. It raised an important question: how can practice at home work when the parent cannot provide the reading model?
I have worked with primary-aged learners in a madrasah setting, including teaching its first SEN class. I also hold a bachelor's degree in pedagogy and education from the University of Oslo.
ReadNext has not come from trying to replace traditional Qur'an teaching or from assuming that one approach will work for every learner.
It has grown through teaching, listening to parents, observing where learners repeatedly struggle and asking what might make the next step clearer and more manageable.
Working with primary-aged learners in madrasah settings, including SEN teaching.
Bachelor's degree in pedagogy and education, University of Oslo.
Support is important. The aim isn't to remove it before a learner is ready — but to make that support increasingly useful in helping them think and read for themselves.
Learners need teaching, modelling, correction and support. But alongside that, I want them to begin recognising what they already know, approaching unfamiliar reading in manageable pieces and becoming more willing to try before waiting for the answer.
That thinking sits behind ReadNext: not simply moving through more rules, but helping learners gradually recognise, apply and use what they are learning in Qur'anic reading.
See how ReadNext works →ReadNext is being built to help learners strengthen their Qur'an-reading foundations and gradually use what they know with greater independence.
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