Exploring Tiered Reading Practices in Junior High School Chinese Classes Assisted by Digital Psychology Tools
Tongtong Fu

Langfang No.20 Middle School，Hebei Province Langfang City，065099；

Abstract：With the growing integration of artificial intelligence and educational psychology, digital psychology tools are reshaping reading instruction. In junior high school Chinese education, reading is central to developing comprehension, aesthetic appreciation, and cultural literacy. Yet, students’ cognitive and emotional differences often lead to uneven outcomes. This study explores a tiered reading model supported by digital psychology tools to enable differentiated instruction. By combining emotional analytics, attention tracking, and personalized feedback, teaching can better match learners’ cognitive and affective needs. Using mixed-method research, findings show that this model improves comprehension, motivation, and emotional regulation while promoting a balance between technological precision and humanistic education.

Keywords: digital psychology tools; tiered reading; junior high school Chinese; emotional analytics; personalized learning

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