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The editors of the special issue share themes from the research about how to develop foundational literacy skills for adolescents with a culturally and linguistically sustaining lens. The authors define foundational literacy skills and share a framework for supporting learners' development of these skills with culturally and linguistically sustaining pedagogy at the center of planning and instruction. [ABSTRACT FROM AUTHOR]

Objectives: To explore public health nurses' (PHN) perceptions and experiences of supporting siblings of children with complex care needs (CCNs) by using reading groups as a health promotion intervention in upper secondary schools. Design: An action research approach using a qualitative design. Sample: Interviews with 10 PHNs. Measurements: Thematic analysis. Results: The analysis resulted in the overarching theme "A much needed health promotion intervention in upper secondary schools," presented in terms of the following three themes: (1) supporting siblings is important, but resources and established procedures are lacking. (2) Reading groups using fiction have potential as a health‐promoting intervention in upper secondary schools. (3) A realistic collaborative approach is necessary for reading groups to be implemented. Conclusion: PHNs have no established procedures to support siblings of children with CCNs in upper secondary schools. Reading groups can enable PHNs to reach out and support these siblings. Providing the intervention can be a way of reaching all pupils and thus creating an understanding of the plight of siblings who have a brother or sister with CCNs. [ABSTRACT FROM AUTHOR]

Prosody is an important indicator of reading development, but many teachers are unclear about how it can help students improve their reading fluency. Beyond demonstrating expressive or flowing reading, specific components of reading prosody can distinctly reveal how well word recognition and comprehension processes coalesce, providing teachers with useful information for their instruction. In this article, we review the research on reading prosody to clarify how differences in intonation, amplitude, and timing components distinguish struggling and strong readers. In addition, we discuss reading prosody considerations for classroom assessment and intervention by sharing insights drawn from educators trained to evaluate it systematically. We aim to clarify how teachers can use these reading prosody components to enhance classroom reading fluency practices. [ABSTRACT FROM AUTHOR]

For many years Simone Weil and Ludwig Wittgenstein have been placed side by side. Little of that work has tried to explicitly compare the two. Direct comparisons can, however, be made between Weil and Wittgenstein, which can show that the ways they approached philosophy shared numerous traits and ideas. Both thinkers rejected philosophical systems, both admitted that serious philosophical work did not try to reject all contradictions internal to it, and, in fact, both sought to make facing contradictions and seeming contradictions central to their method. Both wrote of the world with a sense of mystery that surrounds human life, a sense of transcendent good. Both engaged the problems with talking about such a good that cannot be neatly fit into language. Both also saw the task of philosophy as one concerned with meaning. Both also saw philosophy as a matter of "work on oneself." This essay will examine what it means to say that philosophy is a matter of work on oneself. To do so, I want to examine primarily two essays, one from each philosopher, essays which bear remarkable similarity to each other in the sort of problem they deal with.They are section xi of Wittgenstein's Philosophy of Psychology – A Fragment, and Weil's "Essay on the Concept of Reading." [ABSTRACT FROM AUTHOR]

To provide a dynamic perspective on the evolution of Mendeley readership, this study conducts an 8‐year longitudinal analysis of approximately 3.4 million scholarly papers published in 2015. Mendeley readership data were collected annually from 2016 to 2023 for the sampled papers to analyze the temporal accumulation patterns of readership following publication. The results indicate that Mendeley readership exhibits a speed advantage compared to citations and a prevalence advantage compared to Twitter mentions, demonstrating both initial prevalence and sustained growth on a yearly basis. However, the patterns of accumulation vary across disciplines, with papers in Biomedical and Health Sciences showing the fastest accrual of extensive Mendeley readership data. Leveraging demographic data provided by Mendeley, this study further investigates how different user groups—categorized by academic status, disciplinary affiliation, and geographic location—engage with papers across various disciplines. The findings highlight Mendeley readership as a rapid and substantial altmetric, yet they also emphasize the need to interpret the nature of the attention captured by Mendeley readership with caution, considering its potential biases introduced by the varying engagement levels of different user groups across disciplines. [ABSTRACT FROM AUTHOR]

For decades, Blissymbolics (Bliss) has been used as a communicative symbol system for persons with complex communication needs. The linguistic features of Bliss words offer the potential for use with learners with learning disabilities to acquire literacy; however, no formal documentation of this is available. This qualitative study aims to describe how Bliss words, as a bridge to teaching and learning literacy for speaking learners with learning disabilities with diverse first languages, is perceived by learners, caregivers, and teachers at a South African school for learners with special educational needs. The study will further report on observations of learners' behaviours since Bliss was introduced. Semi‐structured online interviews were conducted with learners (n = 16) (aged 13–18), teachers (n = 14) as well as caregivers (n = 2). The reflexive thematic analysis developed three primary themes with 10 subthemes. Findings indicate that Bliss was perceived as a useful and enjoyable tool in teaching learners with learning disabilities who have different first languages. Furthermore, it was reported to improve learners' literacy and language skills as well as their psychosocial behaviour. Further studies are proposed to support these findings. [ABSTRACT FROM AUTHOR]

In this article, we argue that the goal of reading literary text is the creation of interpretation, and we advocate for a research‐based disciplinary literacy heuristic that centers on reading and interpreting literary text. The heuristic serves as a guide for designing instruction that incorporates important instructional principles for English/Language Arts: acceptance of literary ambiguity, use of collaborative discussion, and adoption of asset‐based approaches. We unpack the heuristic and recommend instructional approaches that center student voices in the process of interpreting literary texts, supporting them to learn not only how literature works, but also how to engage in their own interpretations. [ABSTRACT FROM AUTHOR]

I discuss the complementary strengths of foundational literacy skills and foundational texts to support the academic and life journeys of Black adolescent males in this commentary. Foundational texts are defined as texts central to life‐outcome, personal, intellectual, and professional trajectories accompanied by self‐assurance while being psychologically and culturally intact. Five implications, grounded in historical and contemporary examples, are provided for identifying and selecting foundational texts to hold the literacy development and lives of Black adolescent males in high regard in U.S. schools. [ABSTRACT FROM AUTHOR]

This study investigates what determines social media consumption in private and public locals. Based on a survey of 638 citizens, we found that the daily consumption frequency of social networks, and face‐to‐face, both inversely influence consumption in private places, the daily consumption frequency of the Internet inversely influences consumption in both private and public places, and daily consumption frequency of mobile phones inversely influences consumption in the private place. Results conclude that daily consumption frequency of the Internet mediates the effect of time spent on the Internet, watching and listening in private local; daily consumption frequency of mobile phones mediates the effect of time spent on the Internet, reading, watching and listening in private local. We also found that daily consumption frequency of the Internet mediates the effect of time spent on the Internet, reading and listening in public local, and daily consumption frequency of social networks mediates the effect of time spent on the Internet, reading, watching and listening in public local. [ABSTRACT FROM AUTHOR]

Personally and professionally, the author shares experiences with school safety and how the English Language Arts (ELA) classroom may utilize middle grade novels to address gun violence with adolescents. Highlighting five middle grade novels that address school shootings—Katherine Erskine's (2011) Mockingbird, Emily Barth Isler's (2021) Aftermath, J. S. Puller's (2022) The Lost Things Club, Jasmine Warga's (2022) The Shape of Thunder, and Erin Bow's (2023) Simon Sort of Says, this discussion provides ELA teachers and stakeholders with before, during, and after reading prompts to facilitate students' engagement with the topic through ELA tasks that support critical thinking and open dialog. [ABSTRACT FROM AUTHOR]

The integration of visual letters and speech sounds is a crucial part of learning to read. Previous studies investigating this integration have revealed a modulation by audiovisual (AV) congruency, commonly known as the congruency effect. To investigate the cortical oscillations of the congruency effects across different oscillatory frequency bands, we conducted a Japanese priming task in which a visual letter was followed by a speech sound. We analyzed the power and phase properties of oscillatory activities in the theta and beta bands between congruent and incongruent letter‐speech sound (L‐SS) pairs. Our results revealed stronger theta‐band (5–7 Hz) power in the congruent condition and cross‐modal phase resetting within the auditory cortex, accompanied by enhanced inter‐trial phase coherence (ITPC) in the auditory‐related areas in response to the congruent condition. The observed congruency effect of theta‐band power may reflect increased neural activities in the left auditory region during L‐SS integration. Additionally, theta ITPC findings suggest that visual letters amplify neuronal responses to the following corresponding auditory stimulus, which may reflect the differential cross‐modal influences in the primary auditory cortex. In contrast, decreased beta‐band (20–35 Hz) oscillatory power was observed in the right centroparietal regions for the congruent condition. The reduced beta power seems to be unrelated to the processing of AV integration, but may be interpreted as the brain response to predicting auditory sounds during language processing. Our data provide valuable insights by indicating that oscillations in different frequency bands contribute to the disparate aspects of L‐SS integration. [ABSTRACT FROM AUTHOR]

Background and Aims: This study examined how parenting styles influence children's language skills and reading comprehension. Materials and Methods: Six hundred and eighty‐five Chinese‐speaking third graders (Mage = 9.23 years, SD =.66; 341 girls) were randomly recruited from eight primary schools. We measured students' primary caregivers' parenting styles, parental education, family income, migration status, number of children's extracurricular books in the home and family cohesion at Wave 1 (i.e. grade 3). We also assessed students' reading motivation, language skills (i.e. vocabulary knowledge and syntactic awareness) and reading comprehension at Wave 2 (i.e. grade 4). Results: The structural equation model analysis revealed that parenting styles indirectly affect language and reading comprehension development, with authoritative and authoritarian parenting exerting different influences on the two outcomes. Specifically, authoritative parenting was positively related to the number of children's books, which in turn was directly, or indirectly through reading motivation, associated with children's language skills and reading comprehension. In contrast, authoritarian parenting was negatively related to family cohesion, which was associated with children's reading motivation, and consequently, their language skills and reading comprehension. The multigroup analysis showed that the indirect pathways varied slightly across parental migration statuses. Discussion and Conclusion: These findings enhance the global understanding of the pathways linking parenting styles to children's language skills and reading comprehension, suggesting that educators and researchers should not overly emphasize the direct role of parenting styles in children's academic performance. [ABSTRACT FROM AUTHOR]

Background: Increasingly, libraries buy medical monographs as ebooks, but that may not be what medical students and residents want. Some studies have shown that they prefer print books for some types of reading. On the other hand, for participants in distributed medical programs, ebooks are more accessible. Objectives: To determine whether medical students and residents at an institution with a distributed medical education program prefer medical ebooks or print books. Methods: In February 2019, 844 medical students and residents were invited to complete an online questionnaire on their format preferences. Results: Two hundred thirty‐two students and residents responded. Most preferred electronic format for reading a few pages, but print for entire books. Respondents preferred ebooks because they were immediately available, searchable and could be used on the go, and print books because they strained users' eyes less, facilitated absorption of the text and could be held in users' hands. The location of respondents and year of study had little effect on responses. Discussion: Libraries should consider buying quick reference and large, heavy textbooks as ebooks and pocket‐sized or shorter, single‐topic titles, in print format. Conclusions: Libraries have a responsibility to make both print and ebooks available to their users. [ABSTRACT FROM AUTHOR]

Background: Computerised adaptive tests (CATs) are tests that provide personalised, efficient and accurate measurement while reducing testing time, depending on the desired level of precision. Schools have different types of assessments that can benefit from a significant reduction in testing time to varying degrees, depending on the area of application, but for which the loss of measurement accuracy has a different impact. The implementation of CAT can take several approaches, each of which can potentially affect the resulting test length and accuracy. Objectives: We compare the methods of estimation‐based CAT and binary‐search‐based CAT to determine the extent to which they are suitable for school assessment in terms of their length and accuracy. Methods: This study uses simulations based on empirical data from a cohort of pupils with and without special needs (n = 400) to examine the effects of probabilistic estimation‐based CAT and deterministic binary‐search‐based CAT on the length and accuracy of an adaptive reading test for pupils with different ability levels. Results and Conclusions: Estimation‐based CAT leads to a 40% test reduction with an average accuracy of r = 0.96, while binary‐search‐based CAT leads to a test reduction of up to 88% with an average accuracy of r = 0.83. Both methods demonstrate the applicability of CAT in educational environments. Practical advantages and disadvantages of both methods for learning environments are discussed, as well as which method is best suited for specific assessment needs. Lay Description: What is currently known about this?Computerised adaptive testing (CAT) can significantly reduce the length of testing instruments while still accurately measuring an individual's ability.Pupils with low ability benefit most from CAT.There are several methodological approaches to adaptive testing, each with different advantages and disadvantages in terms of test duration and accuracy. What does this paper add?Estimation‐based CAT is more accurate than binary‐search‐based CAT, but requires more items.Binary search‐based CAT is suitable for short‐term and recurrent allocation of support groups or for measuring learning progress with a large increase.Estimation‐based CAT is also suitable for measures that have long‐term implications. Implications for practice:CAT can be very helpful in data‐driven decision making in schools, as it measures and automatically scores students with different levels of ability in a time‐ and resource‐efficient and individualised way.When embedded in digital learning environments, it provides a useful synthesis of assessment, teaching and learning. [ABSTRACT FROM AUTHOR]

Background: The use of computer‐assisted reading comprehension is of critical importance in the context of promoting effective and engaging literacy education in the digital age. It provides students with the opportunity to work at their own pace and convenience, thereby facilitating self‐directed learning and accommodating various learning preferences and schedules. Objectives: The objective of the study was to investigate the impact of computer‐assisted and direct strategy teaching on reading comprehension, reading comprehension self‐efficacy and reading comprehension metacognitive awareness. An experimental application based on the SQ4R strategy was conducted in the direct strategy teaching (DST) and computer‐assisted strategy teaching (CAST) programmes. In the DST group, the implementation of the SQ4R strategy was conducted through direct strategy teaching, whereas in the CAST group, the same activities were carried out with the assistance of computer‐based resources. The principal objective of the study was to evaluate the efficacy of computer‐assisted strategy instruction. Methods: This study employed a combined sequential descriptive design, integrating qualitative and quantitative research models. The study was conducted with 61 fourth‐grade students, enrolled in three classrooms of a public school situated in the central district of Kastamonu, Turkey, which is characterised by a moderate socioeconomic level. The quantitative component of the study was designed as a pre‐test–post‐test control group experimental study. The qualitative component of the study comprised focus group interviews and observation. Two experimental groups and one control group were established in the course of this study. In the quantitative dimension of the combined sequential descriptive model, the Reading Comprehension Test, Metacognitive Reading Comprehension Scale, and Reading Comprehension Self‐Efficacy Scale were employed as data collection instruments. In order to collect data in the qualitative dimension, semi‐structured interview and observation forms were employed. Furthermore, the researcher's diaries, maintained throughout the research process, were employed as a data source. The quantitative data were analysed using the following techniques: arithmetic mean, frequency, percentage, standard deviation, ANOVA and covariance analysis (ANCOVA). A descriptive analysis was employed for the evaluation of the qualitative data. Results and Conclusions: Upon examination of the post‐test scores of the CAST, DST and control group students in the Reading Comprehension Test, it was observed that the CAST group exhibited the highest average. A statistically significant difference was also identified between the CAST group and the control group. Nevertheless, no statistically significant difference was identified between the DST group and the control group. Nevertheless, an examination of the mean scores reveals that the DST group exhibited considerably higher Reading Comprehension Test scores. Lay Description: Computer aided tools can be used to teachvarious reading strategies.CAST can help students improve their readingcomprehension.CAST can contribute to students' reading andcomprehension motivation.CAST can offer customised learning materialsaccording to the individual needs of the students. [ABSTRACT FROM AUTHOR]

Background: Their ubiquity is particularly notable as video games become increasingly intertwined with the technological revolution. Despite this prominence, gender disparities in adolescent video gaming remain under‐explored. Objectives: This research aims to determine the frequency classes of video game playing based on gender, analyse the variables (age of first digital device/internet use, weekday/weekend internet frequency in and out of school, economic, social, and cultural status) that might influence assignment to these classes, and reveal the differences in PISA scores among these classes. Methods: Our study utilises multiple group latent class analysis and multinomial logistic regression to investigate the video gaming frequencies of 6890 Turkish students (49.1% female, 50.9% male) from the PISA‐2018 exam. A three‐step multiple logistic regression was employed to identify the effect of the variables on assignment probabilities. Also, the multivariate Delta method tested mean differences between classes for PISA scores. Results and Conclusions: This study classifies Turkish students from PISA 2018 into four video gaming preference frequency classes (frequent, regular, casual, and non‐video game players) based on gender. Our study reveals that frequent male gamers begin using digital devices and the internet earlier than their female counterparts, spending more time gaming outside school. Notably, the frequency of video game play, which varies by gender, was found to have a significant effect on academic achievement. Lay Description: What is already known about this topic: Video games have an important place in children's entertainment preferences and game time is increasing.Digitalisation is increasing in Turkey with a large youth population and affects game usage.Gender roles affect gaming habits and learning styles. What this paper adds: The study identifies four classes of gamers according to frequency of play: frequent, regular, casual and non‐video game players.Video game playing frequency can affect academic performance by gender.Males are more likely to be placed in the frequent and regular gamer classes, while women are placed in the casual and Non‐VGPs.Early internet access and internet use during school hours affect females more in the classification according to the frequency of playing video games. Implications for practice and/or policy: Educators can use students' gaming habits in their teaching strategies.Future research should also examine game types and sociocultural contexts.The motivations and challenges faced by female gamers should be analysed. [ABSTRACT FROM AUTHOR]

Background: Extensive research on massive open online courses (MOOCs) has focused on analysing learners' behavioural trace data to understand navigation and activity patterns, which are known to vary systematically across geo‐cultural contexts. However, the perception of learners regarding the role of different learning design elements in sustaining their engagement in the course is still unclear. Objectives: This study aimed to examine learners' perception of learning design elements in MOOCs and explore the ways in which these perceptions differ between geo‐cultural contexts. Methods: We conducted interviews with 22 learners from seven geo‐cultural regions to gather insights into their learning design preferences. Results: Our findings indicate that learners from regions such as South Asia exhibit a strong inclination towards video‐based content and a lesser preference for reading textual resources. In contrast, learners from regions such as Anglo‐Saxon demonstrate a high preference for reading texts such as articles and video transcripts. Conclusion: The observed variations in self‐reported interests in various learning design elements raise intriguing questions about the nature and extent of participation of various geo‐cultural groups. This study underscores the need to develop inclusive MOOC designs and implement learning analytics approaches that adapt to the cultural preferences of learners. Lay Description: What is already known about this topic: Most learners disengage from the MOOCs at an early stage.Research into online learning environments has suggested a link between course learning design and learners' engagement with various learning activities in the course.People's cultural background is known to shape their experience with technology.Several MOOC studies have consistently indicated low persistence rates for learners from countries with a high Power Distance Index and high Collectivism score, particularly from the global South. What this paper adds: This study explores learners' perceptions of various learning design elements in relation to their engagement in the MOOCs.The study also examined commonalities and differences between geo‐cultural contexts in terms of activity engagement preferences. Implications for practice and/or policy: The study provides novel insights into the development of inclusive MOOC designs and learning analytics approaches that adapt to the cultural needs of respective learners. [ABSTRACT FROM AUTHOR]

Background: Learning Progress Assessments (LPA) have been developed to help teachers individualize their curriculum. The use of LPA is facilitated by an increasing number of computerized LPA tools. However, little is known about student factors that influence the effectiveness of computerized LPA. Objectives: In this study, we explored whether a computerized LPA that focused on reading comprehension was differentially effective depending on students' initial reading comprehension abilities. Moreover, effects of the LPA implementation on underlying or related form‐based literacy skills (i.e., decoding, spelling) were explored. Methods: The development of reading and spelling skills of 668 third graders was assessed in 41 LPA and 36 control classes in a pretest–posttest design. We used multi‐level modelling to analyse effects of the LPA on reading comprehension, decoding, and spelling skills, and tested whether these effects were qualified by students' initial achievement level. Results: The LPA treatment proved beneficial for improving reading comprehension but not for improving decoding or spelling. Children with low levels of reading comprehension at the beginning of the school year benefitted particularly from LPA. Takeaways: Teachers seem to make use of the data offered by the computerized LPA to identify children with reading comprehension difficulties. For these children, an accelerated increase in reading comprehension ability was observed. Results also suggest that this effect is specific to the literacy skill measured by the LPA and does not generalize to underlying or related literacy skills (i.e., decoding, spelling). Lay Description: What do we know?: Computerized Learning Progress Assessments (LPA) help educators to individualize their teaching.An increasing number of computerized LPA tools facilitate the use in daily routines.LPAs are orientated on skills that are relevant for the current curriculum.Many studies have shown the effectiveness of the use of LPA in reading education. What does our study add?: We know little about student factors that influence the effectiveness of LPA.We studied the effects of LPA in a study with 668 third graders.Our results show that this specific LPA treatment proved beneficial for improving curricular skills like reading comprehension but not for improving underlying or related skills like decoding or spelling.Children with low levels of reading comprehension at the beginning of the school year benefitted particularly from computerized LPA. What implications does our study have for practitioners?: Our results suggest that teachers used the data offered by the Computerized LPA to identify children with reading comprehension difficulties – a curricular skill.The use of computerized LPA seems to help teachers support children who have deficits in specific curricular skills that correspond with the type of LPA assessment.However, children with other reading‐related difficulties are not necessarily detected.Maybe a combination of computerized tools could solve this issue in the future. [ABSTRACT FROM AUTHOR]

Little is known about the effect of pre‐reading exposure on collocational learning. This study used eye‐tracking and offline measures (form recall and recognition) to explore the effectiveness of pre‐reading study and reading exposure on the processing and learning of novel collocations. Three learning conditions were evaluated: reading‐only (target items were simply embedded in sentences), study‐only (explicit learning of target items), and pre‐reading study plus reading (explicit learning of target items followed by reading). Pre‐reading study plus reading was the most effective learning condition, while reading‐only was more effective than study‐only. More specifically, studying collocations before reading led to increased attention when encountering the same collocation in subsequent reading. Furthermore, greater attention, in the pre‐reading study phase, as indicated by fixations, was associated with larger collocational gains. [ABSTRACT FROM AUTHOR]

The TOEFL Junior® tests are designed to evaluate young language students' English reading, listening, speaking, and writing skills in an English‐medium secondary instructional context. This paper articulates a validity argument constructed to support the use and interpretation of the TOEFL Junior test scores for the purpose of placement, progress monitoring, and evaluation of a test taker's English skills. The validity argument is built within an argument‐based approach to validation and consists of six validity inferences that provide a coherent narrative about the measurement quality and intended uses of the TOEFL Junior test scores. Each validity inference is underpinned by specific assumptions and corresponding evidential support. The claims and supporting evidence presented in the validity argument demonstrate how the TOEFL Junior research program takes a rigorous approach to supporting the uses of the tests. The compilation of validity evidence serves as a resource for score users and stakeholders, guiding them to make informed decisions regarding the use and interpretation of TOEFL Junior test scores within their educational contexts. Report Number: RR‐24‐05 [ABSTRACT FROM AUTHOR]

Background Methods Results Conclusions To identify the utilisation, type, and psychometric properties of patient‐centered outcome measures (PCOMs) associated with the performance‐based assessment of visual function (VF) in age‐related macular degeneration (AMD) in clinical care and research.A systematic literature search identified studies, available in English, that used PCOMs to assess VF in patients with any AMD severity, published from January 2015 to November 2023. Two researchers screened studies for quality using the Mixed Methods Appraisal Tool (MMAT) 2018 and assessed the psychometric properties of the PCOMs with the guidance of Consensus‐based Standards for the selection of health Measurement Instruments (COSMIN).Of 514 studies shortlisted in the literature, 31 were eligible with the majority (77.4%) fulfilling all the MMAT criteria, indicating good quality. The most used PCOM was reading (14/31 = 45.1%), with 5 of the 14 studies (35.7%) showing that the increasing severity and/or progression of AMD were associated with a worsening reading ability. AMD also negatively affected mobility and physical activity levels (7/31 = 22.6%), and visual search and exploration (4/31 = 12.9%). Based on the COSMIN checklist, apart from reading and physical activity measured with the accelerometer, the other PCOMs had ‘inadequate’ psychometric properties.Limited published studies include PCOMs as an assessment of VF in AMD patients. Apart from reading, there is a lack of robust validation data to support the widespread use of other PCOMs. Hence, well‐designed, robustly validated, and simple to use PCOMs are required for more widespread implementation in AMD clinical care and research. [ABSTRACT FROM AUTHOR]

Objective: The study assessed the following medication error indicators: drug education by pharmacists, the clarity of physician prescription forms, patients' and students' drug package insert (PI) reading habits, and the adequacy of information on drug PIs. Design: A cross‐sectional study was carried out. One‐on‐one interviews were conducted with the pharmacists alongside the use of structured questionnaires to assess their involvement in drug education and experience with the clarity of physician prescription forms. A structured questionnaire was used to investigate patients' and students' PI reading habits. Drug PIs were collected from pharmacies, and their components were examined based on the World Health Organization's (WHO) criteria for labeling pharmaceutical products. Setting: The study was conducted at four selected hospital pharmacies, four community pharmacies, and the University of Cape Coast, in the Cape Coast Metropolis, Ghana. Participants: The study included pharmacists working at the pharmacies, patients, and students of the University of Cape Coast, who visited any of these pharmacies. Results: Fifty‐three percent of pharmacists educate their patients on drug dosage, storage, and precautions during each patient visit, 17.6% hardly do, and 29.4% do not educate their patients. A majority of the sampled prescription forms submitted by patients to the pharmacists had illegible handwriting (63.7%) and unconventional prescription notations (78.0%). Of the 138 visiting patients, only a few (41.0%) read the PIs before drug use as compared to students (72.9%). Out of the 88 PIs collected, 90.2% had component deficiencies. Conclusion: Pharmacists' drug education to visiting patients was poor, just as patients' PI reading habits. Most PIs had component deficiencies, and the majority of prescription forms had some medication error‐provoking features. Going forward, pharmacists, physicians, drug manufacturers, and patients must perform their responsibilities toward the collective effort of minimizing medication errors associated with drug use. [ABSTRACT FROM AUTHOR]

An issue devoted to foundational skills and adolescents might center the cognitive skills and practices most needed to accelerate learning. While an understanding of these—whether multisyllabic decoding, fostering comprehension through discussion, or argumentative writing—is important, in this article, we advocate for the importance of attending to principles of motivation. After defining motivation within the context of adolescent literacy instruction, we summarize representative research on the topic. We then present four guiding principles for teachers, each accompanied by practical examples for classroom application. [ABSTRACT FROM AUTHOR]

Purpose: To assess the long‐term stability of clinical measures of convergence (near point of convergence [NPC] and positive fusional vergence [PFV]) in participants enrolled in the Convergence Insufficiency Treatment Trial‐Attention and Reading Trial (CITT‐ART) who received 16 weeks of office‐based vergence/accommodative therapy. Methods: A total of 310 children, 9–14 years old, with symptomatic convergence insufficiency were enrolled in CITT‐ART. Some 270 completed both their 16‐week primary outcome visit followed by a 1‐year follow‐up visit. Of those 270, 181 (67%) were randomised to the vergence/accommodative therapy. Of the 181 in the vergence/accommodative group, 121 (67%) reported not receiving any additional treatment after the 16‐week primary outcome visit. The mean change in NPC, PFV and percentages of children classified by the predetermined success criteria of convergence (normal NPC [<6 cm] and/or improved by ≥4 cm; normal PFV [passing Sheard's criterion and base‐out break >15Δ] and/or improved by ≥10Δ) were compared at the 16‐week primary outcome visit and 1 year later. Results: Of the 121 who returned for their 1‐year follow‐up visit, there was no significant change in mean adjusted NPC (reduction of −0.2 cm; 95% CI: −1.0 to 0.5 cm) at 1 year. There was a statistically significant decrease in mean‐adjusted PFV (−4.7∆; 95% CI: −6.5 to −2.8Δ) at 1 year. There were similar percentages of participants classified as 'normal' (p = 0.30), 'normal and/or improved' (p > 0.50) and 'normal and improved' (p > 0.14) based on NPC and PFV at the 1‐year visit compared with the 16‐week primary outcome visit. Conclusion: The improvements in NPC and PFV following 16 weeks of vergence/accommodative therapy (with no reported additional treatment thereafter) in children with symptomatic convergence insufficiency persisted 1‐year post‐treatment. [ABSTRACT FROM AUTHOR]

Children's white matter development is driven by experience, yet it remains poorly understood how it is shaped by attending formal education. A small number of studies compared children before and after the start of formal schooling to understand this, yet they do not allow to separate maturational effects from schooling‐related effects. A clever way to (quasi‐)experimentally address this issue is the longitudinal school cut‐off design, which compares children who are similar in age but differ in schooling (because they are born right before or after the cut‐off date for school entry). We used for the first time such a longitudinal school cut‐off design to experimentally investigate the effect of schooling on children's white matter networks. We compared "young" first graders (schooling group, n = 34; Mage = 68 months; 20 girls) and "old" preschoolers (non‐schooling group, n = 33; Mage = 66 months; 18 girls) that were similar in age but differed in the amount of formal instruction they received. Our study revealed that changes in fractional anisotropy and mean diffusivity in five a priori selected white matter tracts during the transition from preschool to primary school were predominantly driven by age‐related maturation. We did not find specific schooling effects on white matter, despite their strong presence for early reading and early arithmetic skills. The present study is the first to disentangle the effects of age‐related maturation and schooling on white matter within a longitudinal cohort of 5‐year‐old preschoolers. Research Highlights: White matter tracts that have been associated with reading and arithmetic may be susceptible to experience‐dependent neuroplasticity when children learn to read and calculate.This longitudinal study used the school cut‐off design to isolate schooling‐induced from coinciding maturational influences on children's white matter development.White matter changes during the transition from preschool to primary school are predominantly driven by age‐related maturation and not by schooling effects.Strong effects of schooling on behavior were shown for early reading and early arithmetic, but not for verbal ability and spatial ability. [ABSTRACT FROM AUTHOR]

This study aimed to examine the effects of a visual praxis‐based occupational therapy (VPOT) programme on reading and motor skills for children with developmental dyslexia (DD). Forty‐two children were included in the study. Additionally, before VPOT, the Reading‐Aloud and Reading‐Comprehension Test 2 (ORSRC‐2) and the Bruininks‐Oseretsky Motor‐Proficiency‐Test‐2‐Brief Form (BOT2‐BF) were applied to the participants. According to the study design, VPOT was applied to two sessions per week for 8 weeks to group A. During this period, group B was accepted as the control group. At the end of these 8 weeks, evaluation tests were applied to both groups. Then, group A was defined as the control group and Group B as the intervention group, and VPOT was applied to Group B. At the end of another 8 weeks, evaluation tests were applied to both groups for the third time. When the final ORSRC‐2 results were examined, VPOT was found to be an effective programme for improving reading skills. Additionally, when the final BOT2‐BF results were examined, VPOT was determined to be effective in improving motor skills (p < 0.05). We believe that it is important to carry out comprehensive studies such as the VPOT programme to solve problems in the physical and learning activities of children with DD. [ABSTRACT FROM AUTHOR]

Many studies have attempted to identify the root cause of dyslexia. Different theories of dyslexia have proposed either a phonological, attentional, or visual deficit. While research has used eye‐tracking to study dyslexia, only two previous studies have used the moving‐window paradigm to explore the perceptual span in dyslexic reading, and none have done so in visual search. The present study analysed the perceptual span using both reading and visual search tasks to identify language‐independent attentional impairments in dyslexics. We found equivocal evidence that the perceptual span was impaired in dyslexic reading and no evidence of impairment in visual search. However, dyslexic participants did show deficits in the visual search task, with lower search accuracy and shorter saccades compared with controls. These results lend support for a visual, rather than attentional or phonological, account of dyslexia. [ABSTRACT FROM AUTHOR]

Introduction: Easy Read health documents prepared for people with intellectual disabilities are often generated from Standard Texts. Language in Easy Read versions is typically assumed to be simpler. However, simplification of language may have unintended consequences. This study aimed to explore the differences in language used between Easy Read health material and the Standard Text versions of the same material produced for the general population. Methods: Five Easy Read/Standard Text pairs were sampled and analysed using Systemic Functional Linguistics. This addressed: how people with intellectual disabilities and others were represented by language, the author stance in relation to the reader and the overall organisation of the text. Results: The Easy Read versions often used language that was less empowering and inclusive. Conclusion: Increased awareness of author power and better knowledge of the impact of language choice could help to redress these issues. [ABSTRACT FROM AUTHOR]

Limited longitudinal studies have explored the development of reading, along with its predictors, in a language characterized by shallow orthography and a simple syllabic structure. In a 5‐year longitudinal study, we investigated the development of reading skills in 327 Italian‐speaking children (male: n = 180, 55%) from Grade 1 (mean age = 6.16 ± 0.28) to Grade 5 (mean age = 10.82 ± 0.31). We tested their reading performance at the end of each school year (Grade 1–5) and examined the impact of early cognitive factors (phonological awareness‐PA, verbal short‐term memory‐vSTM, and non‐verbal intelligence), environmental factors (socioeconomic status) as well as Grade 1 reading proficiency on subsequent reading development. A linear development of reading skills was found in both children classified as typical readers and those with reading disabilities. Non‐verbal intelligence, PA, vSTM and reading proficiency at the end of Grade 1 predicted reading development throughout primary school (reading speed: R2‐Intercept = 61.8%; R2‐Slope = 12.9%, and reading accuracy: R2‐Intercept = 40.1%; R2‐Slope = 22.2%). The stability of reading performance across school grades highlights the significance of early reading skills as a marker and target for early intervention programs. Highlights: To investigate reading development throughout primary school in an Italian‐speaking sample, and the impact of early cognitive and environmental predictors.Reading development was linear and predicted by early cognitive skills, as assessed by repeated measures ANOVAs and growth curve modelling.These findings highlight the importance of supporting reading development as early as the end of Grade 1. [ABSTRACT FROM AUTHOR]

Background: Atypical patterns of social engagement and joint attention behaviors are diagnostic criteria for people with autism spectrum disorder. Experimental tasks using eye‐tracking methodologies have, however, shown inconsistent results. The development of tasks with greater ecological validity and relevance for developmentally appropriate social milestones has been identified as important for the field. Methods: We developed a novel, dynamic eye‐tracking task emulating a shared book reading (SBR) scenario. Four SBR videos of an adult reader engaging with the viewer while reading a children's picture book and including sequenced bids for joint attention were developed. Participants included 90 children (N = 56 autistic children, N = 34 neurotypical children; aged 3–12). Social attention was also measured in a live free play task between participants and an experimenter. Results: Compared to neurotypical children, autistic children displayed reduced attention to socially salient stimuli including the reader's face and picture book across SBR videos and during joint attention bids specifically. In contrast, they showed increased attention to nonsalient background stimuli compared to their neurotypical peers. These attention patterns in autistic children were associated with reduced verbal and nonverbal cognitive skills and increased symptoms associated with autism. Interestingly, positive correlations in the frequency of eye gaze between SBR and free play suggested a potential predictive value for social attention in live social interactions. Conclusions: Findings highlight the utility of SBR eye‐tracking tasks in understanding underlying divergences in social engagement and joint attention between autistic and neurotypical children. This commonly practiced early childhood activity may provide insights into the relationship between social engagement and learning to reveal how such attentional patterns might influence broader developmental and educational outcomes. [ABSTRACT FROM AUTHOR]

Background: People with communication disability after stroke experience low rates of return to vocational roles. Vocational rehabilitation is recommended; however, there are no clear guidelines informing vocational rehabilitation for people with communication disability. Understanding the needs and experiences of this population is critical to improving vocational stroke rehabilitation outcomes. Aims: This study aimed to: (1) investigate the experience of vocational rehabilitation for people with communication disability after stroke, (2) identify gaps and, (3) provide preliminary recommendations for tailored service delivery. Methods: Seven participants with an identified communication impairment following stroke were recruited from a larger clinical trial of early vocational rehabilitation (20% of total sample, n = 34). To address the study aims, a qualitative design was employed. Semi‐structured, in‐depth interviews were conducted and analysed using thematic analysis. Data were integrated with demographic and intervention audit data to contextualise participant experiences, identify vocational rehabilitation gaps and inform preliminary recommendations. Results: Participants were five men and two women aged 24–69 years whose communication profiles included difficulties with auditory comprehension and information processing, reading comprehension, thinking, executive function and self‐regulation, as well as difficulties with verbal and written expression. Vocational rehabilitation was perceived as beneficial but participants identified gaps including limited access to psychological and peer‐based support during early rehabilitation, limitations to accessing specialist vocational rehabilitation programs, barriers to accessing ongoing rehabilitation after resumption of vocational activity, and limited preparedness for the degree of impact that their communication changes had on execution of vocational roles and responsibilities. Conclusion: Vocational environments are communicatively demanding and people living with acquired communication difficulties face a range of vocation‐related participation barriers even when communication difficulties are mild. Greater emphasis on evaluating the vocational communication environment and targeted communication training and preparation for colleagues within the workplace is recommended to reduce barriers faced. Interdisciplinary rehabilitation, inclusive of psychological care, may support working‐age stroke survivors to recognise and acknowledge changes in their communication function, lead to improved engagement in the rehabilitation process, and ensure early identification of factors likely to influence successful return‐to‐vocational activity. WHAT THIS PAPER ADDS: What is already known on the subject: Stroke is common amongst people of working age yet fewer than half of stroke survivors will return to pre‐stroke vocational roles. Communication difficulties affect anywhere between 24% and 45% of people after stroke and include changes to language abilities, motor speech, vision, hearing and cognition. This group experiences much lower rates of return to vocational roles when compared to people with stroke who do not have a concomitant communication difficulty. Vocational rehabilitation is recommended. However, currently there is limited evidence to inform vocational rehabilitation guidelines for people with stroke and communication difficulties. Achieving a successful return to vocational activity is associated with improved life satisfaction for people with communication difficulties after stroke and is a key research priority for this population. What this study adds: This study investigated the experiences of people with communication difficulty after stroke who reported a goal of returning to pre‐stroke vocational activity. Data associated with types of interventions received, the experiences and perceptions of vocational rehabilitation, and experiences of returning to vocational activity were analysed to identify core rehabilitation needs and develop preliminary recommendations to inform future vocational rehabilitation guidelines for this population. What are the clinical implications of this work?: The present study provides preliminary evidence that people experiencing communication difficulties after stroke require a more integrated rehabilitation pathway. During early stages of vocational rehabilitation psychological and peer‐based support is indicated to support adjustment to changed communication function and to enable productive goal setting and engagement in rehabilitation. Clinicians need to complete a detailed analysis of the vocational communication environment and consider the communication activities involved in the individual's future vocational duties in order to plan meaningful rehabilitation. A multidisciplinary approach is required and additional training for clinicians is indicated to support clinicians to work collaboratively within the vocational setting. [ABSTRACT FROM AUTHOR]

This study explores the longitudinal association between Theory of Mind (ToM) and reading comprehension (RC) in middle childhood, focusing on three advanced ToM (AToM) components: social reasoning, reasoning about ambiguity and recognition of social norm transgressions. Over the course of a year, 112 nine‐year‐olds (61 girls, 51 boys; Mage = 9; 0 years, ±4 months at wave 1) were followed from Grade 3 to Grade 4 and assessed for AToM predictors of Grade‐4 RC. Findings show that only social reasoning predicts RC, independent of general intelligence and prior RC performance. In turn, RC did not predict any AToM component. These findings contribute to understanding cognitive development in educational contexts, emphasizing the significance of AToM, particularly social reasoning, in RC. [ABSTRACT FROM AUTHOR]

Automaticity in recognizing the words in a text is fundamental to comprehension. If the number of words readers need to stop and decode exceeds their ability to retain their understanding of a narrative's plot or an expository text's description, their comprehension suffers. The conventional intervention for students who lack the automaticity to adequately comprehend text has been to repeatedly read texts orally. The current review first addresses evidence for this conventional treatment, concluding that students have not shown substantial increases in silent reading comprehension. Next, this review presents evidence underlying an alternative perspective for automaticity support where texts are selected to support students in increasing their automaticity with the words they will encounter consistently—the 2500 morphological families that have been shown to account for at least 90% of most school texts. Finally, guidelines for teachers are provided that address the talk, tasks, and time of instruction, as well as texts, for automaticity. [ABSTRACT FROM AUTHOR]

Research shows little benefit from phonics instruction in Grades 2 through 12. However, more recent studies show that students who fall below a decoding threshold fail to benefit from other kinds of reading instruction. This exploration of the evidence suggests that these students are likely to need support in the reading and spelling of multisyllabic words and words with common morphological elements. Explicit instruction with a focus on the decoding, spelling, and meaning of such words would make a lot of sense. [ABSTRACT FROM AUTHOR]

Many adolescent readers experience difficulties comprehending informational text, which may result from underlying difficulties with foundational skills (e.g., word recognition and fluency), knowledge demands (e.g., background, text structure, and vocabulary), and/or reading motivation. Supplemental interventions for adolescents targeting only foundational skills demonstrate mixed results, but multicomponent interventions that combine multisyllabic decoding, fluency, and comprehension strategies that build word and world knowledge to support complex text reading can improve foundational skills and comprehension for students in upper‐elementary and middle grades. In this article, we describe how prior research informed the design of Read STOP Write, a multicomponent intervention for students in grades 4–9. Read STOP Write integrates instruction in multisyllabic decoding, fluency, and vocabulary with comprehension instruction focused on building knowledge and using text structures to read and write about science and social studies texts. We summarize research conducted in culturally and linguistically diverse classrooms and discuss implications for teachers of adolescents. [ABSTRACT FROM AUTHOR]

Introduction: Forensic mental health services balance recovery‐focussed therapy with risk management, which may limit opportunities for participation in meaningful occupation. Previous research describes forensic patients in secure settings participating mainly in passive leisure and sleep. This study aimed to use quantitative and qualitative evidence to investigate how patients in the sub‐acute and rehabilitation units of an Australian forensic hospital perceive and use their time and to discuss how the findings compare with the previous study within the organisation, published in 2004. Method: An explanatory sequential mixed methods design was used with convenience sampling of patients and purposive sampling of staff. Patients completed time use diaries followed by semi‐structured interviews. Staff perceptions were obtained via survey. Results: Seven male patients with a diagnosis of schizophrenia and five staff members (three occupational therapists and two nurses) participated. Time use diaries indicated patients spent most time in personal care, passive recreation, and leisure activities. Qualitative data illustrated patient time use was influenced by the individualised meaningfulness of activities. Patients drew meaning from past roles, personal interests/needs, and their goals for recovery. While patients had some choice over how time is spent and with whom they chose to engage, external factors such as staff/program availability prevented their having full control. Staff provided additional perspectives on the links between time use and recovery, identifying enablers and barriers to meaningful time use. Conclusion: Patient time use has not changed significantly when compared to past research, although perceptions of time use are more future and recovery‐focussed. The amount of time recorded in activities typically associated with recovery does not necessarily capture the quality and benefit of that time use. Patient participation continues to be influenced by broader systems. PLAIN LANGUAGE SUMMARY: Forensic mental health services provide recovery‐focussed therapy while also managing risks, which can limit the activities patients can do. Past research has described forensic patients spending a lot of time sleeping and doing passive leisure activities. This study explored how patients in the sub‐acute and rehabilitation units of an Australian forensic hospital used their time, and how they felt about it. These findings were compared with findings of a past study within the same service. Patients completed time‐use diaries then shared more information in interviews. Staff views about patient time use were shared in a survey. Seven male patients with a diagnosis of schizophrenia and five staff members (three occupational therapists and two nurses) participated. Patients spent most of their time in personal care, passive recreation, and leisure activities. They spoke about the meaning of their activities, including their roles, interests, needs, and recovery goals. Sometimes they had control over how they spent their time, and other times they had to wait for staff or programs to be available. Staff talked about how patient time use was linked to their recovery, and noted things that can help or prevent patients using their time meaningfully. Compared with previous research, the way patients use their time has not changed. There is a change in the way patients think about their time use, with them now reflecting more on recovery and the future. The structures of the forensic system continue to influence patients' participation in activities and how they use their time. [ABSTRACT FROM AUTHOR]

The majestic sequence of saving events in Rom 8:29–30 provides a framework within which to consider the four books reviewed here: 'For those whom he foreknew he also predestined to be conformed to the image of his Son, in order that he might be the first‐born among many brethren. And those whom he predestined he also called; and those whom he called he also justified; and those whom he justified he also glorified'. [ABSTRACT FROM AUTHOR]

Background: Although problem based learning has a great potential to promote learning outcomes as well as cognitive abilities, the number of previous studies investigating this potential on critical thinking, reading comprehension abilities and attitudes in English as a Foreign Language (EFL) context is scarce. Also, the number of studies comparing the effectiveness of online and face‐to‐face problem based learning on these variables is scarcer and this limited research has yielded contradictory results. Objectives: This study aimed to investigate and compare the effectiveness of online and face‐to‐face problem based learning on critical thinking skills, dispositions, reading comprehension abilities, and attitudes of EFL students. Method: Pretest‐posttest control group quasi‐experimental design was employed in this study that has two experimental groups and one control group. There were 23 (13 females and 10 males), 23 (14 females and 9 males), and 22 (12 females and 10 males) EFL students in online problem based learning group, face‐to‐face problem based learning group, and control group, respectively. In the first experimental group, problem based learning activities were conducted online while the same activities were conducted face‐to‐face in the classroom in the second experimental group. In the control group, no experimental procedures were followed and the students continued their regular instructor‐led reading activities. Watson‐Glaser Critical Thinking Test, Sosu Critical Thinking Dispositions Scale, Reading Comprehension Test, and Attitudes Towards English Scale were used to collect the data. The data were analysed using paired‐samples t‐test and ANCOVA with pretest scores as the covariate variable. Results and Conclusions: It was found that problem based learning, either online or face‐to‐face, significantly enhanced EFL learners' reading comprehension abilities and attitudes towards English as well as their critical thinking skills and dispositions. It was also concluded that online problem based learning is more effective to enhance reading comprehension abilities and attitudes than face‐to‐face problem based learning while they are equally effective in promoting critical thinking skills and dispositions in EFL classroom. Implications: This study has significant implications for educators and researchers. As this study showed that online problem based learning is a promising alternative to face‐to‐face problem based learning, universities, educators, administrators, and researchers can organize their problem based learning activities online to promote learning outcomes and cognitive abilities in language classrooms. Also, future studies employing qualitative or mixed methods can be conducted with sample groups from different educational levels to provide an in‐depth examination of the advantages and disadvantages of online and face‐to‐face problem based learning. Lay Description: What is already known about this topic: Although the positive effect of problem based learning on critical thinking was proven in other disciplines, especially in medical education, it is a relatively new concept for EFL context.Problem based learning can enhance learning outcomes.Problem based learning is effective to promote critical thinking skills and dispositions.Online problem based learning has important potential to enhance learning outcomes as well as critical thinking.The capacity of online problem based learning to enhance learning outcomes in EFL classroom as well as critical thinking is still worth exploring, especially in higher education. What this paper adds: Problem based learning, either online or face‐to‐face, significantly enhanced EFL learners' reading comprehension abilities and attitudes towards English as well as their critical thinking skills and dispositions.Online problem based learning is more effective to enhance reading comprehension abilities and attitudes than face‐to‐face problem based learning.Online and face‐to‐face problem based learning are equally effective in promoting critical thinking skills and dispositions in EFL classroom. Implications for practice and/or policy: As online problem based learning is a promising alternative to face‐to‐face problem based learning, universities, educators, administrators, and researchers can organize their problem based learning activities online to promote learning outcomes and cognitive abilities in language classrooms.Online problem based learning activities can be conducted online because online environments are also beneficial to overcome the problems of traditional classrooms. [ABSTRACT FROM AUTHOR]

Background: This study investigates the effects of higher and lower‐level text processing strategies on both higher and lower‐level processing skills and cognitive load using the computer‐assisted interactive reading model (CAIRM) as the educational intervention framework. Objectives: The objectives of this study are to examine the effects of the CAIRM model on reading performance and cognitive load, and to investigate the interactive use of higher‐level and lower‐level text processing skills on reading performance and cognitive load. Methods: A mixed methods research design was used with QUAN + QUAL data and one‐way ANOVA to examine the effects of the CAIRM model on 120 randomly sampled BA students majoring in TEFL. Results: The study provides empirical evidence for the interactivity effect in digital text processing, revealing that the development of one skill can enhance the development of another skill interactively. The interactive use of higher‐level and lower‐level text processing skills was found to improve reading performance and reduce cognitive load during digital text processing. Interestingly, the results show that some participants preferred lower‐level skills, while others preferred higher‐level skills to manage cognitive load during reading activities, indicating mixed effects in strategy use. Conclusion: The findings of this study underscore the importance of interactive use of higher and lower‐level text processing skills for enhancing reading performance and reducing cognitive load during digital text processing. These results have both theoretical and pedagogical implications for CALL researchers and practitioners, emphasising the need for personalised instruction tailored to individual learners' needs and preferences. Future studies can further explore the potential effects of text processing skills and develop instructional strategies to optimise learners' reading performance and cognitive load. Overall, the study contributes to the growing body of literature in CALL and highlights the significance of interactive learning models for improving learning outcomes. Lay Description: What is already known about this topic: Previous research has shown digital reading involves multiple cognitive processes.Higher and lower‐level text processing skills are positively correlated. What this paper adds: The study provides empirical evidence for the interactivity effect in digital text processing.Learners can use different text processing strategies dynamically and nonlinearly, leading to cognitive benefits. Implications for practice and/or policy: CALL practitioners and researchers can use the insights from this study to design effective digital reading interventions.Learners may benefit from using different strategies depending on the task at hand. [ABSTRACT FROM AUTHOR]

Background: Children with low reading skills are less frequently engaged in reading activities and therefore the likelihood of improving their reading skills decreases. Digital game‐based interventions have emerged as a promising tool for promoting reading development in children, particularly those with reading difficulties. As syllable‐based reading interventions are likely to increase word reading skills in low‐skilled readers, we developed a new reading intervention application that emphasizes syllable segmentation and integrates proven elements of digital game‐based learning. The intervention aimed to promote phonological recoding and consolidating orthographic representation of syllables. Objectives: The present study investigated the effects of the newly developed syllable‐based reading intervention application on general word recognition skills, phonological recoding processes, orthographic decoding processes and text‐level reading comprehension skills in German second graders. Methods: In a quasi‐experimental design, children with low word recognition skills were randomly assigned to a treatment group (n = 66) or a wait‐list group (n = 66). General word recognition skills, phonological recoding processes, orthographic decoding processes and text‐level reading comprehension were measured with standardized German reading tests before and after the treatment group received the digital reading intervention for 20 sessions. Results: Results indicated that the children in the treatment group showed significant improvement in general word recognition and in phonological recoding processes compared to equally low‐skilled untreated children in the wait‐list group. Orthographic decoding processes improved only in children with less severe impairments, whereas no significant improvements were found in text‐level reading comprehension. Take Aways: The digital reading intervention is a promising approach for supporting word reading in low‐skilled reading second graders and can serve as an effective intervention tool for this target group. [ABSTRACT FROM AUTHOR]

Background: The most recent Norwegian educational reform, in force from 2020, was the first to include games alongside more traditional language learning resources (e.g., novels, films, music) in the English curriculum for secondary school. This educational emphasis on games provided a unique opportunity to examine how games are actually used in secondary English instruction in combination with other resources. Objectives: The aim of this study was to investigate how the digital commercial game This Land is My Land was used alongside a printed novel in naturally occurring English instruction in two lower secondary classes during a two‐week project labelled 'The Native American Experience'. Methods: Participants involved one teacher, nine student teachers and 52 students (aged 13–14). Using a mixed methods design, we integrated quantitative and qualitative analyses of classroom video recordings (N = 20), screen recordings during gameplay (N = 32), student texts (N = 32) and retrospective student interviews (N = 7). We used the validated Protocol for Language Arts Teaching Observation (PLATO; Grossman, 2015) for analyses of video and screen recordings and reflexive thematic analysis (Braun & Clarke, 2022) of student texts and interviews. Results and Conclusions: The combination of digital game and printed novel during English instruction provided a dual perspective on the Native American experience. While the novel provided a window for observing the topic historically, the game provided a playground to experience the topic interactively. Although the combination of game and novel offered students different perspectives on the Native American experience, we identified missed opportunities for those who gamed before reading, whereas students who read before gameplay used their knowledge from the novel when they engaged with the game content. In the broader context of educational technology and language instruction, this study identified how to combine digital and traditional literacies that acknowledge students' prior knowledge with diverse literacies. Lay Description: What is already known about this topic: Digital games are the most popular literacy used by young people worldwide.Teachers implement digital games as part of their instruction, but often games that are designed for educational purposes.When teachers use digital games that are not designed for educational purposes, that is, commercial games, it often involves researcher intervention. What this paper adds: Observational research on instruction that involved a commercial game in two English classes in Norway, completely without researcher intervention.Commercial gameplay was an integrated part of the English instruction and used in combination with reading a printed novel.The combination of gameplay and reading provided students with different perspectives and experiences on the same topic Implications of study for practitioners: Teachers should use commercial games as an integrated part of their English instruction for subject‐specific purposes.Student engagement in learning might be enhanced when commercial games are used in combination with literature.It might be beneficial to have a pre‐reading activity before gameplay, to provide background knowledge. [ABSTRACT FROM AUTHOR]

Memory develops across the course of the first years of life and is influenced by daily experiences, such as exposure to media like books and television. Memory as tapped by Deferred imitation (DI) requires that toddlers form a representation of the target actions that they can later use to reproduce the actions and in addition to measuring memory for real live events, it can also be used to measure memory for events viewed through media. Toddlers are frequently exposed to multiple forms of digital media in addition to more traditional forms of picture book reading. In a within‐subjects design, memory was assessed with a DI task in 2‐year‐olds (n = 89) using the Frankfurt Imitation Test. Deferred imitation was assessed after live and video demonstrations. Parents completed a survey about children's media use. Picture book reading for less than 30 min a day predicted lower memory scores for actions demonstrated live. Watching video content for more than 1 h a day predicted lower memory scores for actions demonstrated on video. Results are interpreted in terms of individual differences in experiences of traditional and digital media and the development of symbolic understanding. [ABSTRACT FROM AUTHOR]

This research study explores the role of social annotation in supporting dialogic teaching in secondary English language arts. Grounded in Bakhtin's dialogism and building upon research into online discussion, this study describes how a high school English teacher and her students used a digital annotation tool to read and talk about texts. Analyzing student annotations based on discourse features associated with comprehension and high‐level thinking, the study examines the extent to which social annotation supports quality dialogue. Findings highlight the need for open‐ended prompts and teacher scaffolding of online discussions, and authors suggest that dialogue enhances comprehension of texts when students go beyond reporting on others' thoughts and instead share their own ideas, connections, and questions about the text. [ABSTRACT FROM AUTHOR]

Despite the widespread popularity of online reading challenges on platforms like Goodreads and The StoryGraph, research on this phenomenon has been mostly absent. This article addresses this gap by examining the motivations of adolescent participants in reading challenges, the outcomes of their participation and the implications for their reading routines. Drawing upon semi‐structured interviews with 20 participants aged 15–20 years, the article shows that motivations range from a desire for social engagement within a book‐loving peer group to self‐challenge. A common thread is that reading challenges serve as a catalyst for increased volitional reading by adolescents, accompanied by changes in their reading habits. Furthermore, analysis of the responses reveals that these evolving reading practices are perceived by participants as both stimulating and self‐directed. However, the research also underscores the significant role played by algorithms on platforms like Goodreads in influencing reading routines. The study also shows that some participants in online reading challenges are guided by social motivation, although most of them experience social motives as secondary to their individual and intrinsic desire to read more. At the same time, some individuals partaking in online reading challenges prove susceptible to negative perceptions from others. Hence, this research foregrounds crucial tensions in online reading cultures adolescents engage in, specifically those between autonomy and algorithm and sociocentrism and egocentrism. [ABSTRACT FROM AUTHOR]

This article discusses young women's reading practices and the social uses of literature for enabling gender equality that are present in those practices. Through a digital ethnography study where six young women collaborated as participants, I asked the data: How is literature, precisely its capacity to be used, conceived by young women readers in the search for gender equality? These women's reading engagements are tightly woven with a gender perspective. What are these readers embracing, and what are they rejecting by assuming a gender lens? By tracing these attachments and exclusions, I describe how books affect readers' perspectives and practices on their identities, their choice of authors, the cultural value of books, the social representations of books and reading as education. Participants' close and distant connections between the book and their desire for gender equality allow me to discuss the literature's pedagogical instrumentality and uselessness for achieving gender‐inclusive literacy. Finally, I argue that a plural and non‐functional approach to literature could offer young people heterogeneous and more creative forms to approach the challenge of gender equality. [ABSTRACT FROM AUTHOR]

This paper examines the perspectives of children in two East London primary schools on what influences their independent choice of text, in the context of developing reading for pleasure in schools. All children in three selected year groups (ages approximately 6, 8 and 10) were invited to take part in the research, and from those that volunteered, six children per year group were randomly selected in each school. These focus groups were then observed choosing reading material from a range of pre‐determined texts which varied in genre, recommended age‐range and representation of diverse groups. The children were then interviewed, with the two researchers seeking to understand the factors that influenced their decisions. A thematic analysis was subsequently conducted to determine the most prevalent of these factors; the researchers identified seven key themes, which will be discussed in this paper. Practical implications that were identified for supporting children to read for pleasure are then suggested, based on these themes. [ABSTRACT FROM AUTHOR]

The purpose of this meta‐analysis is to synthesise the research evidence on the use of decodable texts in the teaching of word reading and pseudoword decoding to determine their effectiveness in facilitating the development of reading skills in children without reading disabilities. A total of 821 articles were identified in the initial search. The search resulted in 16 articles that met the inclusion criteria and were included in the meta‐analyses. The results of the risk of bias assessment revealed that the majority of the studies had a moderate to serious bias. The average standardised mean difference for word reading was small g = 0.20 and moderate g = 0.30 for pseudoword decoding. This finding highlights how using decodable texts can facilitate word reading and decoding to some degree, but they need to be used in combination with other reading instructional materials. [ABSTRACT FROM AUTHOR]

This paper presents a new theory and model of the teaching of decoding, reading and writing. The first part of the paper reviews a selection of influential models of learning to read and write that to varying degrees have been used as the basis for approaches to teaching, including the Simple View of Reading. As well as noting some strengths of the models in relation to children's learning, limitations are identified in terms of their applicability as models of teaching. The second part of the paper presents seven components that are central to teaching reading and writing derived from social, cultural and cognitive research and theory. Explanations for the relevance of the components are offered, and seminal and more recent research that underpin them summarised. The final part of the paper introduces a new theory and model of teaching, The Double Helix of Reading and Writing. It is argued that this model provides a rationale for a balanced approach to teaching, and an alternative to synthetic phonics. [ABSTRACT FROM AUTHOR]

In recent years, there has been growing awareness of the importance of representation in fiction books, to ensure all children and young people can see themselves reflected in what they read. Much of this work has focused, importantly, on increasing ethnic representation, yet there has been much less exploration of the representation of other minority experiences, such as those of neurodivergent young people, and how these are perceived by neurodivergent young people themselves. This article provides new insights into neurodivergent young people's perceptions of representation of neurodivergence in fiction books (and other text types) based on semi‐structured interviews with 16 neurodivergent young people (aged 14 to 17 year olds) from 2 high schools in Scotland. Using an inductive data‐driven thematic analysis process, three themes were identified: (1) representation of neurodivergence should be complex, realistic, and positive; (2) representation of neurodivergence should be normalised; (3) representation of neurodivergence beyond books is important. Each of these themes is explored in detail, followed by implications for future research, practice and the publishing of Young Adult fiction. [ABSTRACT FROM AUTHOR]