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This article uses the Stephen Crane story "The Open Boat" (freely available on the American English website) as an anchor text to demonstrate how teachers can apply Raphael's Question-Answer Relationship (QAR) technique to a text that students might be assigned to read. The article includes numerous examples and tips that teachers can use to adapt the technique to other texts as a way to enhance student engagement and interest in reading.

This study reviews the effect of comprehension and perceived text difficulty in promoting reading enjoyment and interest to read more among novice learners practicing extensive and pleasure reading. Sixty-seven college students in their first semester of Spanish were asked to read a children-like story picture book in Spanish and were then given both a comprehension test and a brief perception questionnaire about how much they had enjoyed the story, how difficult they thought the reading had been, and whether they had interest to read more. Descriptive and inferential statistical analyses show that (1) students' perception on the level of difficulty of a text align with their actual comprehension of the story, (2) the level of reading enjoyment is strongly related to how much the students understood and how difficult the text was perceived to be, and (3) reading enjoyment and interest to read more are highly correlated when novice learners find the text easy. Pedagogical implications are discussed.

Background: Given the growing reliance on digital devices, an increasing number of studies have examined the effects of text medium on reading outcomes in development; however, the results have been mixed. The goal of this systematic review is to look at how print and digital formats affect reading comprehension, engagement and other reading outcomes (e.g. vocabulary, reading speed) in children and adolescents aged 1-17 years old while also considering the influence of several participant, task and study characteristics. Methods: A comprehensive search strategy involving seven electronic databases yielded 88 eligible articles comparing digital and print formats on reading outcomes published between 2000 and 2023 (3 reviewer inter-rater reliability: k = 0.54-0.78). Three major characteristics were coded: participant-level (grade/age, diverse populations, testing language); task-level (text-genre, shared reading, digital comparability); study-level (publication recency, study quality) characteristics. Contingency tables were created for all studies, then for each reading outcome and for participant, task, and study characteristics separately to classify the percentage of studies that demonstrated outcomes favouring print, digital, no difference or reliance on specific reading measures or other factors. Results: Except in the case of engagement as an outcome, the most common finding was no difference between digital and print. When participant, task and study characteristics were examined separately for the various reading outcomes, the results varied. More studies examining reading comprehension (particularly of informational text and in older children) found 'print is better', whereas 'digital is better' was more common in studies examining engagement, other outcomes such as vocabulary and diverse learners. Conclusions: This review highlights the importance of examining multiple interacting factors when studying the impact of print versus digital mediums on reading outcomes in children and adolescents.

Reading requires appropriate strategies to spark initial interest and sustain engagement. One promising strategy is the pedagogical approach of learning-by-teaching, transforming learners into active participants. Integrating this approach into digitalized and individualized reading contexts has the potential to foster the development of young readers. Currently, AI techniques are primarily used in chatbots as tutors, with limited focus on tutee chatbots that employ the learning-by-teaching pedagogy. Therefore, this study adopted a teachable Q&A agent and probed into the effect of chatbot training, employing AI techniques and utilizing student-generated questions and answers, with the aim of enhancing students' reading interest and engagement. Ninety-five fifth graders participated in a 9-week reading program. A quasi-experimental design was conducted. The results proved that incorporating a learning-by-teaching approach into the chatbot training activity significantly enhanced their reading interest and engagement. However, the quantity of certain question types is negatively correlated with interest and engagement. This implies that asking diverse questions poses a certain level of challenge to young readers, which requires deliberate training and incubation. Additionally, the identification of four distinct student clusters exhibited the affordances and limitations of tutee chatbots for reading.

Prior research has examined the impact of different cognitive predictors on students' expository and narrative text comprehension. It has become apparent that some cognitive variables predict text comprehension in both genres, while some are genre-specific predictors. However, the effect of reading motivation on expository and narrative text comprehension remains unclear. Thus, the aim was to investigate which reading-related cognitive and motivational characteristics predict universal versus genre-specific text comprehension. The sample consisted of 261 eighth graders (age: M = 14.96; 37.9% girls). Applying path modeling, the results showed that students' vocabulary was a significant predictor of text comprehension in both genres. Furthermore, reading strategy knowledge predicted text comprehension of a narrative and an expository text. Reading for interest predicted text comprehension in two of three expository texts. Identifying these universal and genre-specific characteristics of text comprehension can enable teachers to foster students' text comprehension by targeting these specific skills.

In studies of academic resilience, the concept is typically operationalized by pre-defined cutoff values of students' achievement level and their social background. A threat to the validity of such arbitrary operationalizations is that students around the cutoff values may be misclassified. The main objective of the current study is to apply a modeling approach to identify academically resilient students. Data come from the Progress in International Reading Literacy Study 2016. The primary method used was latent profile analysis. The study demonstrates that it is possible to identify a group of academically resilient students using a set of variables indicating achievement level and protective factors. Even though results suggest that academically resilient students have higher reading achievement compared to other less-advantaged students, it is evident that they have higher interest and confidence in reading than the non-resilient groups. A sensitivity analysis for other countries indicated similar results. Implications stemming from the results are discussed.

Children in the digital era are exposed to the advancement of information technology and multimedia that might bring both positive and negative influence toward their development. During early childhood, children are using mostly their senses to explore the world around them, including learning some values from the story books exposed to them. However, parents or family do not give optimal support in the children's learning process. Therefore, it is a challenge for English language teaching (ELT) pre-service teachers in implementing a digital storytelling to engage the children with the learning material and creative ways to optimally utilize technology, but at the same time give a comprehensive support for children to improve their English skills as well as the embedded values within the stories. The present study aims to reveal the opportunities and challenges in fostering a child's reading interest through digital storytelling. All the details were recorded through observations, responses from the children while they were watching the digital story, and a daily journal written by ELT pre-service teacher. From the result, it was found that through their interactions with the stories, children were exposed by the values embedded, furthermore, their reading interest is developing where more optimal support from the parents or caregivers is urgently needed.

Background: Dialogic reading (DR) is an effective shared reading technique based on the prompts-evaluate-expand-repeat (PEER) sequence, which fosters children's language development. This study examines the effects of its elements by comparing shared reading with prompts with minimal feedback (PMF) and PEER. Methods: This study included 364 typically developing Chinese kindergarteners and used a randomised control trial design. The children and their parents were divided into three groups, namely, the PMF, PEER and control groups. The children were pre- and post-tested on their language skills and reading interest measures before and after the intervention. Results: Results showed that after a 12-week intervention, the children in the PMF group outperformed those in the control group in terms of receptive vocabulary, character reading and listening comprehension. Meanwhile, the children in the PEER group outperformed those in the PMF and control groups not only in terms of the above measures but also in their expressive vocabulary and reading interest. Conclusions: These results highlight the contribution of parents' questions and the additional benefits of their systematically corrective feedback on kindergarten children's language and reading interest development. This study supports the literature on cognitive engagement theory related to young children's individual language and reading interest development through interactive parent-child DR activities.

This study extends the research on the preschool "home literacy environment" (HLE) in the context of the family risk (FR) of reading disability (RD) by examining a multiple-deficit model of RD. A total of 1,171 six-year-old Norwegian children were assessed at school entry, the onset of formal reading instruction in Norway. Their parents completed a questionnaire regarding their own RD, education, and the HLE. The final sample after applying the inclusion criteria was 794 children and their parents. The findings suggest, first, that two HLE factors (access to print and reading-related activities) should be distinguished rather than treated as a single factor ("exposure to print") as the majority of previous studies have done. This finding suggests a three-factor HLE model that includes "parents' reading interests and habits, reading-related activities," and "access to print." Second, family risk of RD is related to some extent to the HLE, even after controlling for parents' education. Third, children's experiences in their home environments and their emergent literacy may not be independent of their family risk of RD. More importantly, this study highlights the potential protective role of the HLE, especially when there is a history of RD within the family. The reason is that the positive association between the HLE and children's code-related emergent literacy remains significant when controlling for family risk of RD (access to print [right arrow] emergent literacy: 0.39 [0.01, 0.68], p < 0.01; reading-related activities [right arrow] emergent literacy: 0.37 [0.02, 0.35], p < 0.01; parents' reading interests and habits [right arrow] emergent literacy: 0.26 [0.001, 0.15], p < 0.01). This finding supports that children's emergent literacy can be improved via a modifiable, dynamic factor such as the HLE.

The prevalence of COVID-19 worldwide and the length of the global lockdown period deeply affected students' academic study. This unexpected scenario posed a challenge to a considerable number of academic institutions around the world to formally adopt a new education system based on e-learning platforms. Therefore, this study aims to investigate whether Malaysian English as a Foreign Language (EFL) undergraduates' incidental exposure to online platforms during the pandemic might have helped to arouse their interest in reading extensively on the internet. To help explore the issue, a quantitative approach using a descriptive survey design was implemented. Data were collected through a structured online questionnaire administered to 255 undergraduate EFL students majoring in a range of academic disciplines at the University Malaysia Terengganu (UMT) to express their interest in the research topic. To analyze the data, a two-tailed Pearson Correlation coefficient was undertaken and the researchers administered the standard multiple regression analysis to test its impact using Statistical Package for the Social Sciences (SPSS) (Version 25). The obtained findings indicated that the relationship between incidental exposure to e-learning and students' interest in online extensive reading during the COVID-19 pandemic was found to be high, positive, and statistically significant. Therefore, EFL undergraduates who had incidental exposure to e-learning classes also developed a significant interest in extensive reading on the internet. Moreover, carrying out reading and writing assignments assigned by EFL university teachers was one of the central reasons behind the Malaysian undergraduates' engagement with online extensive reading during this period.

The aim of this study is to investigate the causes of reading problems experienced by third-grade students because of the instructional malpractices in education and develop a modeling with artificial neural networks. It was carried out according to the exploratory sequential model and consisted of two stages. In the qualitative part, a data pool with 35 items is created for the shortcomings caused by educational practices that underlie the reading problems experienced by the students through the opinions of 47 classroom teachers participating in this study. The second part is where the checklist designed based on the data obtained in the first part is administered to 174 classroom teachers who lecture the third graders. The numerical values are processed into MATLAB, and two different models, forecast and classification models, are developed for the shortcomings caused by educational practices that underlie the reading problems experienced by the students through artificial neural networks. In this regard, this study intends to identify solutions to the potential reading problems that students may experience due to the shortcomings caused by educational practices before they arise, and to develop preventive actions.

This study sought to find out whether educated Arabs read paper or digital materials; which reading technologies they use; amount of material they read; the place where they read; how much time they spend on reading; when they read; how they reduce distractions; how they motivate themselves to read; how they interact with the text; their reading rituals; and whether there are significant differences in reading habits according to gender, age, area of specialty and educational level. Unsolicited responses to a Twitter survey from 172 male and female adult Arabs with different ages, educational levels and areas of specialty showed that 13.5% use reading technologies, 15% prefer to listen audiobooks, and 71.5% read paper books. 16% read an hour a day; the majority read less than an hour a day and 13% read whenever they can. Some read 10 pages a day; others finish three chapters/articles a week; 14% read before bedtime; 15% listen to audiobooks while driving, working out, walking, cooking, and running errands; 5% read during wait times; 4% read before they start work; 3% read during their break at work; 3% read in the afternoon; 3% read after sunset prayer, and over the weekend. Some carry their Kindle device with them and read anywhere. To reduce distractions, 23% set a specific time for reading; 12% stay away from their smart phones or turn their mobiles to the silent mode; 6% read in a quiet place; 6% use a timer; 3% drink coffee to focus; 2% listen to music; and some use a pencil and paper to take notes and underline. No significant differences were found among respondents in terms of gender, area of specialty, educational level, the type of material read, reading technologies and applications they use, how much time they allocate to reading, where they read, how they reduce distractions, how they motivate themselves to read, their reading rituals and how they interact with the reading material. The study gave recommendations for encouraging the young generation to read in the age of social media and distractions and which technologies help them develop better reading habits.

This design case records a design competition project in which the team adapted various user experience (UX) design methodologies to instructional design in support of China's K-6 rural school teachers for the increasingly challenging teaching requirements on reading literacy. The solution landed on a mobile application design, YoungRead. The project is the winner of the University of Michigan Learning Levers Development Award and the Zell Lurie Institute Innovation and Entrepreneurship Award in 2020. This design case will describe the design process and how the adapted UX design model may be used in similar instructional design situations to facilitate under-resourced teachers in developing professional skills to bridge students' reading interests and academic achievement.

Access to books and a rich language environment at home are important for children's language development. In this study we explored self-reported reading practices in families in Norway (N = 1001) to gain insight into the reading habits parents have with their young children, and the factors that best explain book reading in Norwegian homes. By investigating relationships between how many books parents reported reading with their child last week, demographic factors, and orientational variables, we found that book reading is better explained by orientational factors -- such as children's interest in books and having reading routines in the home -- than by demographic factors (such as parents' educational level). The proportion of parents reporting reading no books, or only one book with their child in the last week was unexpectedly large (33%). The implication of these findings for the culture of reading in Norwegian homes is discussed.

This study examined the nature of young children's literacy interest, the predictability of literacy interest for early literacy skills, and gender differences in literacy interest using a sample of Head Start children (N = 263). Literacy interest was compared across parent-, teacher-, and child-reported measures of literacy activity participation and enjoyment. Results showed parents rated their children's literacy interest higher than teachers and preschoolers. Multilevel regression analyses found that teacher and parent reports, especially teacher-reported literacy participation and parent-reported literacy enjoyment, significantly predicted early literacy skills in the fall and spring of a school year. Further analysis demonstrated gender differences in literacy interest and gender by literacy interest interaction effects. Girls scored higher in literacy interest than boys, and teacher-reported literacy participation predicted children's fall literacy skills more for boys. However, spring literacy skills were predicted more strongly for girls by teacher-reported literacy participation, parent-reported literacy enjoyment, and child-reported literacy enjoyment.

Supporting writing remains an important dimension to the work of academic developers particularly for early career academics and doctoral candidates. A small qualitative case study was undertaken on an academic writing module to explore participants' needs and evaluate a new multimodal writing framework which sought to enhance publication opportunities while supporting the development of writing practice. The framework introduced the modes of reading, writing and reviewing as distinctive dimensions of the writing process and introduced practical activities to build participants' confidence and skills working in each mode. It also prompted participants to acknowledge, adopt and shift between the perspectives of reader, writer and reviewer to develop their writing. The framework is proposed as an effective way of supporting the writing of early career academics and doctoral students. Findings suggest that participants considered the framework helpful to understand and adopt modes to enhance their writing performance and improve their practice and confidence.

This article explores the potential of narrative interest for secondary literature education. Narrative is a purposeful construction which is organised with the intent of having effects on readers. For rhetorical narratologists, narrative is driven by the production of narrative gaps -- suspense, curiosity, and surprise -- which in turn drive reader interest in their potential fulfilment. Drawing from rhetorical-functionalist approaches to literature, I rethink contemporary perspectives on reader response to focus on the pedagogical implications of narrative interest, suggesting how English teachers might use narrative interest to explore narrative openings, the power of narrator perspective, and the ethics of storytelling. This reorientation of instruction balances specific reader responses with the textual production of narrative interest through genre forms, narrator voice, and narrative organisation.

The Ministry of Education and Culture developed the school literacy movement (SLM) program. This program aims to foster student interest in reading and improve reading skills so that knowledge can be mastered better. The author uses a literature review design by collecting data from various journal sources relevant to the SLM program in elementary schools, Indonesia. This research is an analytical descriptive study, which is a regular breakdown of the data that has been obtained, then understanding and explanation are given so that it can be understood well by the reader. The selected journal criteria are journals published in 2015-2021. SLM activities in elementary schools are influenced by supporting and inhibiting factors. The supporting factor is that the principal has a good commitment to carry out SLM activities, teachers and students and other components of the school also contribute to the success of SLM activities in elementary schools. Availability of sufficient funds to provide the necessary books is also a factor supporting SLM. While the inhibiting factor is that there are still very few books available so students cannot choose reading books that match their interests. Reading books is the main factor that must exist to make this SLM activity a success. Therefore, the procurement of reading books is very necessary. Students' reading habits are still low, they are still waiting for the teacher's orders to carry out SLM activities. The SLM schedule is not fully for 15-minute reading activities as specified in the manual. Lack of parental involvement in SLM activities.

The research objectives were (1) to study the effectiveness of the skill enhancement form according to the guideline of the Akita action lesson plan on reading comprehension ability and social media literacy; (2) to compare the learning achievement on reading comprehension and social media literacy with the guideline of the Akita action lesson plan before and after learning; (3) to study the satisfaction of students using the guideline of the Akita action lesson plan on reading comprehension and social media literacy; and (4) to study guidelines for solving problems on reading comprehension and social media literacy by implementing the guideline of the Akita action lesson plan. The sampling group consisted of 142 Grade 6 students in Loei Province and interviewed 4 teachers from 4 schools in Loei Province in the second semester of the academic year 2021. The instruments used in this study were the guideline of the lesson plan for developing reading comprehension abilities and social media literacy according to Akita action guidelines, the achievement test, the satisfaction questionnaire, and the semi-structured interview. Learning achievement was compared before and after the study using Paired Sample t-test statistics. The results showed that when teachers applied Akita action guidelines for improving reading abilities and social media literacy. Akita's action guidelines aroused students to be interested in learning, collaborate in groups to enhance the exchange of knowledge together, and promote the ability to read comprehension and social media literacy. These were consistent with the results of quantitative research, the effectiveness of the skill-enhancing form according to the Akita action guideline plan in terms of reading comprehension and social media literacy, was 81.97/82.32 and 81.06/82.75 respectively, meeting the 80/80 standard. When taking an achievement test, the finding results demonstrated that after they graduated, the scores were significantly higher than before (p < 0.1) and the students' satisfaction was at a high level.

This study explored the reading interests, and preferences of educated Arabs such as students, faculty and professionals, the types and number of books they read before, during and after the Pandemic (between 2012 and 2022). Data were collected from Twitter threads, hashtags and surveys and responses to the question "What are you currently reading". The Twitter data analysis showed that the preferred book titles with the highest percentages were novels/fiction (31.5% before the Pandemic and 41.5% during the Pandemic); Islamic books (22.5% before the Pandemic and 12% after the Pandemic);(iii) self-development books (12.5% before the Pandemic and 20% during the Pandemic). 80.7% preferred to read paper books and 19.3% electronic books. In most surveys, between 50%-60% of the respondents do not read at all. In 2 surveys, between 76%-80% do not read. The highest number of books read was during the Pandemic as 32.5% read 5 books and 38.5% read more than 20 books. The status of reading after the Pandemic was like that before the Pandemic (43.4% did not read). Even graduate and undergraduate students. 31% of graduate and undergraduate students read nothing outside their course textbooks. For enhancing students' reading interests, preferences and the types and amounts of books read, the study recommended using book clubs, BookTok, encouraging students to visit libraries, using online courses, blogs, and mobile apps for discussing books read, integrating global topics in the school and college curriculum and others.

Background: Reading interest plays an important role in predicting and regulating the literacy development of deaf children, but the family factors influencing their reading interest have not been previously explored. The purpose of this study was to explore the effects of parents' education and home literacy environment (HLE) on reading interest of deaf children. Method: One hundred and thirty-two deaf children from Grades 1 to 6 aged 8-15 from China participated in our study. The parents of these children completed our survey of parents' education, HLE and children's reading interest. These variables were then processed and analysed by correlation, regression analyses and structural equation modelling. Results: HLE played a complete intermediary role in the regression relationship between parents' education and reading interest of deaf children, and this effect had no significant difference between genders. Conclusions: Parents' education has a positive and predictive effect on reading interest of deaf children, while creating a high-quality HLE may improve this effect.

Artificial intelligence has recently seen tremendous growth, and been applied to several fields, including the second-language domain. In this article, we share an innovative practice based on one of potential artificial intelligence technologies for second-language teaching and learning -- artificial intelligence-based content generator, which generates texts based on user's keywords. In total, 121 young English-as-a-foreign-language learners participated in the study, with half of them having engaged in the artificial intelligence-based content generator-based activity, and the other half having received traditional English-as-a-foreign-language reading instruction. We examined the extent to which the artificial intelligence-based content generator-based activity could influence the participants' foreign language enjoyment and interests in reading English books, and the participants were given the survey addressing these variables, prior to and after the innovative practice. It was found that the condition based on the artificial intelligence-based content generator-based activity was more effective in terms of enhancing the target variables, and that the group which engaged in the artificial intelligence-based content generator-based activity was largely in favor of artificial intelligence-based content generator technology. Pedagogical implications for employing this technology in second-language contexts are provided.

This article reports on the development of the literary portfolio as an alternative to standard written tests in summative assessment of literary competences in the English as a foreign language (EFL) classroom. It is argued that traditional class tests put a too narrow focus on those aspects of literary competences that are more readily operationalized and thus lend themselves better to testing. This, however, may result in a negative washback on teaching. Building on, and operationalizing, the model of literary competence by Diehr and Surkamp (2015), the literary portfolio is designed to cover the various dimensions of this complex competence. At the same time, it tackles the problem that dealing with class readers often leaves students with little freedom to pursue their own (reading) interests or set priorities in working with the texts. The literary portfolio allows students to take responsibility for their own learning as they can choose a text from a shortlist, tasks to work on, and levels of cooperation with peers. As will be demonstrated in a case study carried out in an eighth-grade intermediate-level EFL classroom, the implementation of the literary portfolio entailed an innovative way of learning with literature in an autonomous learning environment.

In many U.S. states, legislation seeks to define effective instruction for beginning readers, creating an urgent need to turn to scholars who are knowledgeable about ongoing reading research. This mixed-methods study considers the extent to which recognized literacy experts agreed with recommendations about instruction that were included on a state's reading initiative website. Our purpose was to guide implementation and inform policy-makers. In alignment with the initiative, experts agreed reading aloud, comprehension, vocabulary, fluency, phonological awareness, and phonics all deserve a place in early literacy instruction. Additionally, they agreed some components not included on the website warranted attention, such as motivation, oral language, reading volume, writing, and needs-based instruction. Further, experts cautioned against extremes in describing aspects of early reading instruction. Findings suggest that experts' knowledge of the vast body of ongoing research about reading can be a helpful guide to policy formation and implementation.

This study explores undergraduates' attitudes toward extensive reading (ER) and reading graded readers online via Xreading.com in a large-scale ER program (ERP) involving over 5,000 students. Data were obtained from 356 students via an online questionnaire and 13 students in three focus groups. The quantitative findings showed that the students had positive attitudes toward ER. The top three reasons included (1) reading graded readers made them enjoy reading in English more than before, (2) they were more motivated to read graded readers because the stories were simple, and (3) they preferred to read shorter texts because they were simpler. Additionally, the qualitative findings revealed that all 13 students enjoyed freedom of choice in which they could choose their own graded readers that matched their interests and proficiency. Also, students had positive attitudes toward online ER through Xreading due to a variety of graded readers, an opportunity for students to practice their English and reading skills, enjoyment from reading, convenience and ease of use, and self-monitoring features. However, two difficulties were reported, including not knowing which graded readers to choose and eyestrain when reading online. Finally, pedagogical implications are discussed to guide ERP coordinators and teachers.

Reading is useful for gaining understanding, knowledge, and information. This study aimed to determine the effect of using photo comics media on reading interest and learning outcomes in elementary social studies subjects. This research is a quasi-experimental study with a Non-equivalent Pretest-Posttest Control Group Design. The subject of this study is elementary students at the fifth grade level. Data obtained through the implementation of direct learning to school by assessment using questionnaires and tests. Analysis of the data using the t-test. The results showed that the use of photo comics media has a significant positive effect on reading interest and student learning outcomes. This was evidenced after a positive change in asking students to read after being treated with photo comics media. In addition, student learning outcomes are satisfactory after integrating photo comic media in learning activities.

Due to pandemics, students carry out their studies from home. They have more leisure time and are freer to do activities. In such a condition, questioning students' commitment to reading to learn becomes relevant. The question is whether and to what extent the students do the reading activity, what they read, and whether their preferences are different based on their genders. This topic is inconclusively studied, especially in the context of EFL. Therefore, it seems important to conduct a study on this topic because the results might raise the effectiveness of teaching EFL. This study is a descriptive survey revealing students' reading preferences to spend their leisure time based on gender differences. The subjects are undergraduate EFL students aged 19-23 years who study at the English Department in Indonesia. The data were collected by a questionnaire consisting of closed and open items. The responses were tallied, calculated, and tabulated. The findings show that female respondents favored reading more than males. Both genders tend to prefer reading social media to spend their leisure time. Female respondents are more likely to read e-books, while male respondents are more into the printed books. They do extensive reading to get knowledge more than to get pleasure. Although they are EFL learners, they prefer reading the sources in their native language because it is more accessible than in the target language. The reasons underlying those findings and pedagogical implications are also described at the end of the article.

Academic literacy is one of the paramount global competencies that should be mastered by worldwide university academicians including Indonesian EFL learners. To fully fulfill this holistic educational objectivity, extensive reading plays a key role in fostering the overarching Indonesian EFL learners' target language proficiency due to the inducement of pleasurable, continual, and stress-free L2 reading learning dynamics proffered by this student-centered learning approach. Furthermore, the researcher attempted to delve more profoundly regarding the important role of extensive reading strategy in Indonesian EFL learning contexts. This present qualitative study harnessed a document analysis approach to yield renewable insights for Indonesian EFL experts, practitioners, researchers, and educators concerning the influential impacts potentially promoted by extensive reading strategy implementations. The research results indicated that the inducement of contextual and continual extensive reading activities had successfully improved EFL learners' L2 reading interest and competencies. Future researchers are advocated to conduct a more exhaustive document analysis on the contrary beliefs and perilous effects generated by extensive reading approach to better impart more appropriate extensive reading programs applicable for Indonesian EFL learners' reading needs, interests, and levels.

The purpose of this article is to identify the types of readers' characters, to study the literary preferences of readers' characters and the influence that the book has on the inner world, to analyze the positive and negative aspects of the influence of the Internet on the reading process. This study used a content analysis design and a qualitative approach to data analysis. In addition, quantitative analysis was also used to visualize qualitative data using numerical values, fixing elements of the text content (the frequency of different types of readers). As a result of this research, interesting observations were made: reading saves teenage characters from temporary difficulties, puberty rebellion, helps to find their place in life and decide on the choice of a future profession. It also forms a culture of communication and contributes to the maturation of the characters. Using the content analysis method, the authors were able to identify such types of reading characters as developing ("Spoilers" by Elena Ozhich, "The Perks of Being a Wallflower" by Stephen Chbosky, "The Book Thief" by Markus Zusak), literate ("Anka M and Anka P" by Tatyana Mart), unformed ("Death to Dead Souls" by Andrey Zhvalevsky and Evgeniya Pasternak), and professional ("Literodura" by Yulia Linde, "Black Swan Green" by David Mitchell). Having considered the problem of forming a competent reader, the authors came to the conclusion about three main agents of influence on the reading taste of a teenager: teachers, parents, and friends. However, in modern realities, the Internet seriously affects the formation of a teenager's reading taste, and with the help of the use of Internet resources, it is possible to support and promote reading, as well as solve the problem of forming a competent reader.

Developing young children's vocabulary is essential for later reading success; thus, early childhood classrooms require a comprehensive vocabulary approach that teaches academic vocabulary. Yet even providing young children with child-friendly definitions of sophisticated words can be a challenge. First, the authors outline the components of a comprehensive vocabulary program for young children. Second, they review research evidence on the importance of direct vocabulary instruction and ways to increase children's word consciousness and interest in learning "amazing" academic words. Next, they turn to practical suggestions of ways to select and teach new vocabulary. They describe ways to increase word consciousness that extend excitement for word learning. Finally, they demonstrate that early childhood educators can improve the quantity and quality of their vocabulary instruction when using a comprehensive vocabulary program the features routine shared book reading, direct vocabulary instruction, and supports for word consciousness. [This article was published in "Reading Teacher" (EJ1290094).]

This study investigated the implementation of EFL [English as a foreign language] Extensive Reading tasks and materials for Thai vocational students over ten weeks. Fifty-one students took the Test of English for International Communication (TOEIC) reading test before and after the implementation. Quantitative data were collected through the TOEIC reading test and extensive reading motivation questionnaire. The TOEIC reading test was used to investigate students' reading while the extensive reading motivation questionnaire was used to explore their motivation towards EFL Extensive Reading. Qualitative data were derived from the open-ended questions as part of the extensive reading motivation questionnaire. The results showed significant reading improvement and students reported positive motivation for the implementation of EFL Extensive Reading tasks and materials. Students reported their extrinsic academic compliance at the highest and extrinsic excel to read at the lowest. The study recommended that extensive reading tended to be an effective reading approach to improve reading comprehension, and that it should be integrated into teaching EFL reading for vocational students.

This study aimed to investigate the effects of integrated intensive and extensive reading instruction (IIERI, hereafter) on Thai primary school students' English reading ability and to find out the students' opinions towards the instruction. Eleven Thai students studying at the primary education level were purposefully selected to participate in this study. The students took a pretest in the first week; then, they received the implementation of the integrated intensive and extensive reading instruction (IIERI) for ten weeks. They were subsequently administered a posttest and were interviewed individually at the end of the study. The quantitative results of the students' English reading ability in the English reading ability pretest and posttest revealed a statistically significant difference of p < 0.01, indicating that the students' English reading ability in terms of their English vocabulary knowledge and their English reading comprehension improved significantly after receiving IIERI. Furthermore, the qualitative results obtained from the interviews revealed the students held positive opinions towards IIERI: the students enjoyed receiving IIERI; the students saw the improvement in their English language knowledge and skills as a result of receiving IIERI; the students' reading habits changed after receiving IIERI; and the students recognized the benefits of IIERI.

The purpose of this study was to examine the relationship between reading interest strength and vocabulary acquisition in English as a Foreign Language (EFL) learners through a systematic review and meta-analysis of eleven relevant studies conducted over the last decade, from 2010 to 2020. This study attended by the guidelines of PRISMA. Several stages conducted, such as; identifying the problem, collecting the data, screening, assessing the data, and extracting the data. The data was gathered from peer-reviewed journal articles indexed in databases such as Google Scholar, DOAJ, and Science Direct. Jamovi 1.6.7 was applied to analyze the data. This study aimed to report findings of a meta-analysis assessing correlation among reading interest and vocabulary acquisition. The result obtained was a relatively high relation in reading interest and vocabulary acquisition with pooled correlation = 0.485 (95% CI = 0.120 to - 0.850). The workings between variables were positive, which meant the students read more and increased vocabulary acquisition. Reading lots of text could improve students' vocabulary acquisition. The reading interest strength could develop vocabulary acquisition for EFL learners.

Based on qualitative data on students' approach to reading this paper argues that student learning be significantly improved by facilitating reading to unfold as a method of inquiry. Identifying how students currently orient and interact with texts and further what learning outcomes reading affords we develop the concept of 'Text-Centred Reading' (TCR), which contrasts models such as inquiry-based-learning. TCR differs from established concepts in the literature, emphasizing that the interest orienting the reader's focus is decisive for her learning. In paraphrasing the model of 'Teacher-centered-teaching', the concept criticizes the prevailing framing of reading in higher education as outmoded. Drawing on an earlier study of how researchers read and learn through reading, we discuss how students' learning can improve if reading is taught and supported as a method of inquiry. Finally we suggest that in confronting specific challenges related to this endeavor inspiration can be drawn from 'Inquiry-Based Learning' (IBL) frameworks.

Purpose: The use of attentional resources is an important cognitive indicator of reading engagement but it is unknown how this is influenced by linguistic cues. We designed two experiments to investigate whether shifts in narrative perspectives occupy more of the attention of readers and engage them more in the text. Methods: Experiment 1 employed a dual-task paradigm to explore how shifts in narrative perspective influence the attention that readers allocate to the text. Experiment 2 used the same methods but replaced sentences with whole chapters to examine the effects of shifted perspectives on readers' ability to allocate attention and engage in reading. Results: Experiment 1 found that shifts in perspective delayed the participants' responses to the tones. Experiment 2 found that perspective shifts enhanced the participants' self-reported attentional focus and overall reading engagement. The results of Experiment 1 were not replicated by Experiment 2 but both experiments found that attentional engagement was deeper at the initial than the later stage of reading. Conclusion: Perspective shifts in novels constitute valid language cues that can fully utilize readers' attentional resources and improve their engagement in reading. Attentional resources play a more important role when readers initially process texts than at later stages.

The significant impact of the home literacy environment (HLE) on the literacy development and educational achievements of typically developing (TD) children has been well documented. The focus of the current research is to gain insights into the HLE of children with autism spectrum disorders owing to their literacy difficulties. We used online questionnaires to collect data on the HLE, literacy development, reading interest, and parent-child relationship from the parents of 120 school-aged Chinese children with autism. The results confirmed that the HLE of autistic children predicts their literacy development not only directly but also indirectly, through reading interest and the parent-child relationship. The mediating effect accounted for more than half of the total effect. The study highlights that children with autism could benefit from stimulating HLE as well as their TD counterparts.

Australian children read for pleasure less and less as they move through primary school, with a noticeable decline emerging in the middle primary school years (Scholastic, 2019). It has also been found that "reading for pleasure at school" has become de-prioritised in primary schools, with greater emphasis in the broader literacy education dialogue placed on instructional reading pedagogy and standardised literacy testing (Merga & Gardiner, 2018). The research presented in this paper focuses on the aspects of school culture that meaningfully support Reading for Pleasure at School (RfPS) in Years 3-6. It aims to explore the perspectives of five educators and 14 Years 3-6 children from one Western Australian independent public school. Consistent with a phenomenological perspective, this qualitative case study collected data through semi-structured individual interviews and focus group interviews with the participants. The research found that there were notable discrepancies between the educators' and the children's perspectives of RfPS culture, highlighting the importance of children's perspectives being sought if schools wish to improve the quantity and quality of their reading for pleasure practices.

Reading interest and students' creative thinking skills cannot be optimal in the current learning process. Several things cause this. One of them is low learning models. It happens because the learning activities applied by the teacher are less innovative and varied. This study aims to analyze the effect of using Revised Bloom's Taxonomy-Oriented Learning Activities on reading interest and creative thinking skills of elementary school students. The study used a quasi-experimental research in the form of a pretest-posttest control group design. The population of this study was all fourth-grade students in Gugus 5, Kecamatan Buleleng consisted of 6 schools with 125 students. The determination of the sample is carried out using a cluster random sampling technique. The sample of this study was 58 students consisting of 30 fourth grade students as the experimental class and 28 fourth grade students as the control class. In this study, the data collection process used was a test and questionnaire method. The test method used is in the form of essay questions which are used to measure students' creative thinking skills. The questionnaire method was used to measure students' perceptions of reading interest. Data analysis methods used are quantitative descriptive analysis and inferential statistical analysis. The hypothesis testing used in this study was Manova, with 0.00 < 0.05. Based on the analysis results, Bloom revision taxonomy-oriented learning activities effectively increase students' reading interest and creative thinking skills. Learning activities that are applied can increase activity and develop students' abilities in the learning process.

This study investigated multimodal multiple text comprehension (MMTC) among forty-eight Taiwanese university students, considering their cognitive and affective characteristics. A randomized trial with pre- and post-tests design was applied. The experiment group received a browser-embedded note-taking device along with epistemic prompting. The control group was provided with the browser-embedded note-taking device only. The results showed that situational interest, prior knowledge level, and cognitive load were associated with learners' MMTC. Besides, prior knowledge and cognitive load moderated the effect of epistemic prompting on MMTC. Students with low prior knowledge scored significantly lower in MMTC without graphics than those with medium or high prior knowledge in the control group. Moreover, the cognitive load had a stronger negative influence on participants' MMTC without graphics in the control group, but the negative impact was negligible on those in the experimental group. The contributions and implications of the findings were discussed regarding the MMTC intervention and instruction.

The research nature of this study is to examine the priority of English as a foreign language in many non-English speaking countries in the context of globalization with a focus on the importance of English for cross-linguistic communication and interpersonal communication. The research purpose is to understand the effects of language picture books applied to interactive teaching methods on English language learning motivation, learning performance, and language and reading ability of elementary school students in southern Taiwan. The research method used herein is an experimental design model. In total, 192 students in eight classes in Grade Six of two elementary schools in southern Taiwan, each with four classes of 24 students, who used the same picture book materials are taken as the research subjects for an experimental study. The research method includes the application of language picture books to interactive teaching methods, combined with a variety of teaching activities, to create a fun and enjoyable learning atmosphere. The study observes students' active participation and learning performance in the classroom and evaluates the impacts of these activities on their learning motivation, language ability, and reading ability were evaluated. The findings of this study are as follows: 1) The use of the interactive teaching method with language picture books has a significant effect on students' motivation to learn English, by observing students' active participation in the classroom, 2) The English picture books inspire children's curiosity and interest in reading, increase their motivation for English learning, and make them quite interested in reading, 3) The course incorporated a variety of teaching activities to create a happy learning atmosphere, so that students can continue to work toward their English learning goals after the course is over. We also present the conclusions and discussions based on the results in the hope that language picture books can develop students' capacity for listening and concentration and contribute to the development and improvement of their language ability and reading ability.

Creating technological artefacts through hands-on practice has gained traction as a means to rethink educational approaches. This study reports the effectiveness of the maker pedagogy on students' interest in literacy. An evaluation study was conducted involving 112 primary school children, aged 11, in two primary schools in Malaysia with the aim of improving students' reading interest. The study involved an experimental group of participants creating augmented storybooks using paper-based circuitry and programming. Participant results reveal a significant increase in interest while learning by making augmented storybooks in comparison to just reading using augmented storybooks. The study demonstrates how learning by making can be implemented in primary school settings and highlights key challenges and opportunities for applying the approach in everyday teaching and learning contexts.

The study evaluated reading habit among students in Ekiti State Secondary Schools. The study specifically examined the frequency and time of reading among Junior Secondary School students in Ekiti State, the extent students read, how teachers' attitudes affect their students reading habits, and ways reading habit can be improved. The descriptive research design of the survey type was adopted in this study. The population for the study consisted all of the Junior Secondary School Students in public secondary schools in Ekiti \central senatorial district. The size of the sample was 200 students drawn from ten public secondary schools using multistage sampling technique. A self-structured questionnaire tagged Reading Habit Questionnaire (RHQ) was used to collect relevant data for the study. The responses obtained were collated and analyzed using descriptive statistics. The findings revealed that most of the students rarely read as majority of them spend less than 2 hours daily on reading. They settle down to read only when given assignments or when examination was near. Based on the findings, it is therefore recommended among others that parents should teach their children to start reading from an early age and should provide reading materials for them. Also, it was recommended that teachers should engage students in fervent reading and writing activities.