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Background: This article describes how the National Reading Barometer project has redefined the concept of 'reading culture' in South Africa. Objectives: As expressed in the 2023 National Reading Survey (N = 4250) and the 2023 National Reading Barometer, a clearer description of reading cultures was developed to describe both individual reading practices (measured through the survey) and the national reading ecosystem (measured through the barometer). Method: We describe the survey and statistical tools developed to measure the new concept of reading cultures. This includes a survey questionnaire that introduced novel questions alongside established indicators. Reading is defined and measured through six distinct dimensions: reading purpose, habits, volume, depth, motivation, and identity. The expanded understanding of reading purpose includes reading for information, communication, and enjoyment. At an ecosystem level, the National Reading Barometer was applied to visualise data from the National Reading Survey and secondary data on reading ability, access to reading material, and enabling environmental indicators to provide a baseline for high-level longitudinal trends in the national reading environment. Results: The National Reading Barometer and National Reading Survey assisted to redefine the debate on reading cultures by providing evidence-based descriptions of varied reading cultures and situating these within the reading ecosystem. Conclusion: We conclude by proposing how this revised concept of reading cultures and the new tools for measuring impact may open research and policy advocacy opportunities in the literacy sector. Contribution: This article contributes a pluralistic, Afrocentric, and modernised understanding of reading cultures.

Potentially serving as the primary national literacy initiative, the Reading Seed Programme (RSP) by PUSTAKA Negeri Sarawak aims to enculturate a reading culture from an early age. For instance, RSP was invented to promote reading culture by having the pregnant mother read to their infant until the child was three years old. The process is vital to helping children learn to read from a young age and eventually empower them to be independent readers for life. Particularly, the objectives of RSP are to promote reading habits by getting parents to read to their children, strengthen a child's vocabulary, and develop their confidence, especially in reading. Thus, this paper is primarily designed to investigate the demographic differences between RSP participation and the programme's objectives, i.e., reading habits, parent's engagement, vocabulary ability, and confidence development. To assess how well the RSP achieved its goal of assisting toddlers in developing their confidence as readers. An online survey yielded 385 completed responses, representing a 92.33% response rate among RSP participants. The key findings indicated that the age of the child, mode of joining the programme, and year received the RSP's kits are the most important indicators of the usefulness of the programme (RSP and RSP's kits) and the programme's objectives attainment, especially in straightening the child's vocabulary and comprehension and developing their confidence, especially in reading and knowledge. Nonetheless, the results of this study highlighted the novelty of the early literacy programme of the RSP in cultivating the reading culture, parent-child engagement in reading, and preparing children to acquire knowledge.

Reading, which improves language and mental skills, is the most effective way to reach information from the past to the present. The study tried to determine the relationship between the metacognitive reading awareness, reading intrinsic motivations, and reading motivations of eighth-grade students. The study group consists of 132 eighth-grade students in a secondary school in the Battalgazi district of Malatya province--the research design is a relational screening model. The metacognitive reading awareness scale," "Intrinsic Reading Motivation Scale," and "Book Reading Habit Scale" were used as data collection tools. As a result of the analyses, the students got moderate scores from the metacognitive reading awareness, intrinsic motivation, and book reading habit scales. Moreover, no notable difference was found in students' metacognitive reading strategies, reading motivations, and reading habits according to gender. The study suggests no significant link exists between "metacognitive reading awareness" and "intrinsic motivation to read," based on the correlation analysis conducted on the three scales. Nonetheless, there were exceptionally high positive correlations among the sub-dimensions of the scales.

Purpose: By methodologically reviewing the literature on Technology-Assisted Reading Instruction (TARI) for English Language Learners (ELLs) in K-12 settings, this study aims to advance the knowledge of TARI research and guide future research directions. Design/Approach/Methods: This study examines 32 peer-reviewed journal articles published between 2000 and 2020. Each article was analyzed for research objectives, reading skills, learner demographics and contexts, theoretical frameworks, research designs, and outcomes. Findings: A review of the literature reveals a strong focus on evaluating the efficacy of TARI through summative assessments, but limited attention to learners' literacy practices and interactive engagement in digital contexts. Additionally, there is a marked lack of alternative approaches to assessing the effectiveness of technology in promoting ELLs' reading progression and a continued emphasis on developing traditional literacy over multimodal literacy. TARI can enhance reading motivation, foster collaborative learning, provide scaffolding, improve reading performance, and expand semiotic resources. Originality/Value: As one of the first comprehensive methodological reviews of TARI, this study elucidates ELL reading education in the era of multiliteracy. Results have implications for technology-mediated education, which expanded rapidly during the COVID-19 pandemic.

Today, traditional literacy habits are changing with various technological tools in digital environments. Social reading platforms are one of these innovations and changes. These networks are widely used in the world and in Turkey. The application "1000Kitap," the largest book reader network in Turkey, is one of these social networks. In this study, the opinions of pre-service teachers who review the books they read on this application, their attitudes towards reading and writing, and the contributions of this application to pre-service teachers were examined. The study was conducted with fifty-five Turkish pre-service teachers within the scope of the world literature course in the spring semester of the 2022-2023 academic year. In the study, it was aimed to examine in detail the views of pre-service Turkish teachers on the "1000Kitap" application by using mixed method. The quantitative dimension of the research is a survey model that tries to describe the existing situation as it is. In the quantitative dimension of the study, survey technique, one of the data collection techniques of this model, was used. In the qualitative dimension of the study, a case study, one of the qualitative research methods, was conducted. The qualitative data used in the study were obtained from a semi-structured interview form. It was found that the attitudes of the pre-service teachers who examined the work they read in the "1000Kitap" application, made quotations, and shared their opinions were at a high level; their opinions about the application were very motivating and useful in terms of interaction and sharing; the application increased their reading motivation and contributed to the opportunity to see different perspectives.

Background: The need to examine teachers' learning activities in reading literacy instruction arises from concerns about reading proficiency levels in the Namibian Junior Primary phase, where reading literacy is a fundamental skill crucial for academic success. Aim: The study examined the learning activities used for reading literacy instruction in selected Namibian Junior Primary (JP) schools focused on Grade 3 teachers. Setting: The study was conducted in selected Oshana region JP schools focused in three diverse classroom settings. Methods: The study used secondary qualitative data that were collected by the Oshana Regional Directorate of Education through interviews and classroom observations to examine the teaching practices Grade 3 teachers were using for reading literacy instruction. The study explores the reading literacy practices of teachers that they have adapted from continuous professional development programs and ministerial policies. Results: The findings indicate that the participants in this study were utilising a variety of learning activities to enhance reading literacy skills. These activities are phonological activities (phonics, phonological awareness activities, and the Jolly Phonics programme) and interactive activities (shared reading and reading corner activities) for reading literacy instruction. Conclusion: In conclusion, participants employed a range of methods to enhance reading instruction. They utilised phonological strategies like phonics and the Jolly Phonics programme to develop language skills, alongside interactive practices such as shared reading to improve fluency and foster a love for reading. Contribution: The findings can inform educational policies, curriculum development, and initial teacher education programmes, ultimately improving reading literacy outcomes for learners in Namibia and beyond.

Engaging students in the reading process is challenging when they are unable to connect to texts. It is important to provide inclusive and diverse texts (IDTs) in the language arts curriculum. To promote a positive reading experience, all students need to read IDTs with non-stereotypical depictions of girls, women, people of Color, and more. This is challenging when obstacles such as limited resources, a lack of teacher preparation to meet challenges, and stakeholder opposition to "non-traditional" literature may hinder educators' efforts to include IDTs. Using effective instructional strategies, increasing home and school literacy connections, and providing focused teacher training can help overcome these obstacles. Literary texts that reflect multiple identities will promote a more equitable representation of all students within the classroom community. This paper discusses possible strategies and approaches for including and engaging with IDTs and resources educators can use to address instructional challenges and find high-quality texts.

A growing body of research suggests that comprehension of expository texts presented digitally is a challenging endeavor, particularly for children. Many reading interventions, both from traditional classroom settings and computer-based contexts, have focused on much needed strategy instruction but have simultaneously neglected a focus on motivation. Alternatively, game-based learning environments (GBLEs) have the potential to simultaneously address both motivation and strategy use. Currently, there are few available GBLEs that target expository text comprehension. For this reason, this study employed a quasi-experimental between-subjects media comparison design to examine the effects of Missions with Monty, a GBLE supporting metacomprehension for expository science texts, on reading comprehension and motivation. Fifth-grade students (N = 234) engaged with either Missions with Monty or a comparison, computer-based version of the program lacking gamified elements for a period of 6 weeks and were assessed on reading comprehension skills and five dimensions of reading motivation. Results indicated that students in the GBLE condition showed significantly greater improvements in reading comprehension (g = 0.56), intrinsic motivation for reading (g = 0.52), and curiosity (g = 1.11) than their comparison-condition peers. Moreover, effects of the intervention on reading motivation were independent of prior reading comprehension for each of the reading motivation dimensions except reading efficacy. These findings support the notion that GBLEs can be an effective tool to foster digital expository text comprehension, particularly for struggling and uninterested readers.

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.

This article addresses tensions between how researchers have conceptualized and operationalized adolescent reading motivation and how a group of Black girl readers perceive and enact reading motivation. Through a grounded theory approach, this qualitative study offers an initial exploration into mapping a race-reimaged reading motivation construct by centering the views, through artifact-elicited interviews, and experiences, through classroom observations, of a group of adolescent Black girl readers. Findings point to a need to reconceptualize reading motivation so that researchers and practitioners are equipped to recognize Black girls' reading motivations.

Augmented reality (AR) technology can enhance picture book reading experience. The present study aimed to explore the influence of reading AR picture books on primary school students' reading comprehension, story retelling, and reading motivation. Eighty second graders, who were from two classes at a rural primary school in a coastal city in East China, were recruited through convenience sampling to participate in this quasi-experimental study. The two classes were randomly assigned to be either the experimental group (AR picture book reading) or control group (print picture book reading), and both groups read three traditional Chinese picture books during reading classes throughout three weeks. T-test analyses revealed that, before the study began, the two groups did not have significant differences in reading comprehension, story retelling, or reading motivation. However, after the three weeks of instructional intervention, the experimental group significantly outperformed the control group in all three aspects. Furthermore, MANCOVA analysis showed that reading AR picture books was more effective in boosting participants' performance on implicit questions during the reading comprehension tests. They also performed significantly higher on story retelling tests, especially when it came to story structures regarding settings and plots. In addition, AR picture book reading was more conducive to improving participants' level of attention and confidence in reading. This work adds to the ongoing endeavors in incorporating AR picture books into classroom settings, and will inform future development of original Chinese picture books with AR technology.

The narrative review examines the current state of research on reading for pleasure and its relevance in education and personal development. By analysing 22 studies published over the past several years (2014-2022), the authors have sought to identify the key trends and areas of focus within this field. The selected articles have been coded and analysed, and the results have been used to, among others, examine the type of research on reading for pleasure, the subject areas covered, the research methods used, the variables analysed, and the target groups involved. A particular attention has been paid to possible conceptualisations of reading for pleasure and reading for pleasure pedagogy, to the type of reading and the texts reading for pleasure may predominantly be associated with, as well as to its social dimension and relationship to the digital literary environment. The literature review shows that the studies on reading for pleasure highlight the importance of personalisation in reading for pleasure pedagogy and acknowledge the role of the material and social dimension of reading. Further, there are signs of a broader definition of reading materials, like comics, also in the educational context. The findings of the present review indicate the gaps in the research of reading for pleasure and highlight the need for a more profound understanding of the title concept and its benefits, thus contributing to the development of its future research and promotion.

Adolescence is often positioned as a particularly vulnerable period for reading motivation and engagement, both for academic reading and reading for pleasure. However, closer scrutiny of the literature reveals a much more nuanced pattern of changing interest, attitude, and motivation for reading during adolescence. Despite this, there is a distinct lack of research that explores the barriers adolescents' face to reading for pleasure from the perspectives of adolescents themselves. Working with a Young People's Advisory Panel, peer- and adult-led interviews were carried out with 46 adolescents (13-15 years old) from six high schools. Six themes were identified from the thematic analysis, reflecting adolescents' perceptions of the barriers to their reading for pleasure: (1) access; (2) mismatch between provision and needs; (3) social factors; (4) reading experiences in school; (5) reading affect; and (6) time and competing activities. This article makes a novel and significant contribution to the limited literature on reading for pleasure during adolescence and provides important qualitative insights for researchers and educational practitioners interested in supporting adolescents' reading motivation.

Reading is linked to numerous positive outcomes, including academic achievement, reduced stress, and enhanced life expectancy. However, a significant portion of Chilean adolescents engage in limited reading. Notably, male students tend to exhibit lower levels of reading motivation compared to their female counterparts, with declining reading self-concept over time. To address this challenge, this study explores the impact of a 9-month-long pilot reading program aimed at increasing students' reading motivation and volume in an all-boys rural school in southern Chile (N = 120), guided by Self-Determination Theory and adapted from Atwell's reading workshop. The program included four pillars: access to high-interest print books, 90 min per week of in-class independent choice, and peer interactions around reading. t-Tests showed a significant increase in students' reading volume but not in their reading motivation. Nevertheless, multiple regression analyses revealed that, when controlling for students' pre-program reading motivation, achievement, and volume, post-program reading motivation and time allocated for independent reading were significantly associated with the number of pages read during the program. Implications for practice and future research avenues are discussed.

Given the preeminent role of students' reading motivation in their academic success in reading, which determines the quality and intensity of cognition and behaviors, it is important to investigate the predicative effects of different aspects of reading motivation on students' learning strategies particularly in a foreign language learning context where students usually learn the target language mainly through reading. This study investigated reading motivation and learning strategies as well as the relationships between them among junior and senior Chinese secondary school students. Data were gathered from 405 English as a foreign language (EFL) students from a junior and a senior secondary school in southern China who completed two questionnaires used to measure their reading motivation and learning strategies. Confirmatory factor analyses results supported the fit of the two questionnaires in assessing students' motivational and learning strategy processes in an EFL context. The study found that while the students were largely motivated to engage in English reading extrinsically, these students were also found to adopt control and elaboration strategies frequently in their learning, which somewhat contradicts the stereotypical view of Chinese students as rote learners in the literature. The study revealed significant differences in reading motivation and learning strategies between junior and senior secondary students, which can be interpreted in terms of a competitive and pragmatic learning culture where examinations play an essential role in determining student admission into higher education. Findings of this study contribute to the theoretical and pedagogical discussions on reading motivation and learning strategies in learning EFL.

The expanding use of social media has the potential to enhance the quality of English as a foreign language (EFL) instruction and learning. The purpose of this online survey-based study was to investigate the mediating effects of intrinsic and extrinsic motivation for reading English social media text among 348 Chinese undergraduate EFL learners. PLS-SEM analyses revealed a significant relationship between the extrinsic motivation to read English text on social media and English language performance. In addition, the extrinsic motivation was also found to significantly mediated the relationship between English reading self-efficacy and English language performance. The findings indicate that in the context of reading English text on social media amongst Chinese undergraduate EFL learners, extrinsic motivation rather than intrinsic motivation mediates the relationship between English reading self-efficacy and English language performance, implying the potentials to use social media as an instructional medium to improve EFL teaching and learning outcomes in China.

The aim of this study is to test the mediation of reading motivation between preservice teachers' metacognitive reading strategies and critical reading self-efficacy. For this purpose, a sample of 482 preservice teachers studying at the education faculty of a state university located in a city center in the Central Black Sea Region in the spring semester of the 2019-2020 academic year. Participants were determined by convenience sampling method. Self-efficacy Perception Questionnaire about Critical Reading Skills, Metacognitive Reading Strategies Scale and Adult Reading Motivation Inventory were used as data collection tools. In the analysis of the data, mediation analysis was performed with the Pearson Product-Moment correlation analysis using the Jamovi software. In the findings obtained, it was found that there were positive and highly significant relationships between dependent, independent and mediator variables. Metacognitive reading strategies were found to be significant predictors of reading motivation and critical reading self-efficacy. In addition, reading motivation was found to be a significant predictor of critical reading self-efficacy. According to the findings of the mediation analysis carried out as a result of provided these assumptions, it has been revealed that reading motivations have a partial mediating role between preservice teachers' metacognitive reading strategies and critical reading self-efficacy. In conclusion, reading motivation explains some of the relationship between metacognitive and critical reading.

This study aims to investigate the relationship between the reading motivation and reading comprehension self-efficacy perceptions of fourth-grade students. The research model is the correlational survey model, one of the quantitative research methods. The study group of the research consists of 571 students studying in the fourth grade. The 'Reading Motivation Scale' and the 'Reading Comprehension Self-efficacy Perception Scale' were used as data collection tools. The SPSS statistical software program was used for the analysis of the data. Independent Samples T-Test and ANOVA, which are parametric tests, were used in the analysis of the data. When the results obtained in the study were examined, it was seen that the students' reading motivation total scores were at a 'good' level, and that there was no significant difference in their total scores according to the gender and Turkish report card grade variables. Similarly, it was concluded that the students' reading comprehension self-efficacy perception total scores were also at a 'good' level, and that there was no difference between students depending on the gender and Turkish report card grade variables. Finally, it was determined that there was a 'moderate' positive relationship between the students' reading motivations and their reading comprehension self-efficacy perceptions.

In this study, which is based on the fact that the nature of learning is and should be understood on the basis of social constructivism, interaction and collaboration in language development are explored and digital games are discussed as an instructional technology. For digital games developed with learning in mind, the effects of educational change for learners have not yet been fully explored. The effects of digital games supported with reciprocal activities related to reading comprehension, reading motivation, and reading anxiety for science texts were investigated in this study. Eighty-five participants were randomly assigned to a group that played digital games without reciprocal activities (control group, n=43), and they were compared to a group that played digital games with reciprocal activities (experimental group, n=42), reading ten different texts over a ten-week period. The study used a quasi-experimental pretest-posttest design to compare reading comprehension, reading motivation, and reading anxiety outcomes. Considering the effectiveness of reciprocal activities, the participants who were supported by collaborative activities were more motivated and less anxious than those in the group that used the digital games without collaborative activities. These findings indicate that the use of collaborative activities should not be ignored when planning to employ the supporting role of any instructional technologies while teaching reading skills.

This paper presents a case study of developing a blended reading program for Korean EFL middle school students using a process drama methodology to generate intrinsic motivation to read, improve reading comprehension and language fluency, and foster twenty-first-century skills such as creativity, communication, and cooperation. For the development of the reading program, a needs analysis was conducted using student questionnaires and diagnostic tests. From results of the needs analysis, sample lessons were designed based on the process drama methodology following its planning principles and strategies. Based on feedback from teachers and students after piloting the sample lessons, the blended reading program was finalized. The proposed blended reading program is expected to help Korean EFL middle school students build a positive attitude toward reading English books and develop reading comprehension, language fluency, and 21st-century core competencies. It will also encourage English teachers to use innovative teaching methods in English education.

Different methods, techniques and strategies are employed in teaching to improve reading, especially comprehension skills to ensure reading motivation. The aim of this study is to determine the effect of readers theater on reading comprehension skills and reading motivation in teaching Turkish as a foreign language. In the study, in which an exploratory mixed design in which quantitative and qualitative research methods were used together was preferred, the subjects were determined by convenience sampling. Accordingly, 61 B1 level students (31 experimental, 30 control) learning Turkish as a foreign language at a state university in southern Turkey were assigned as the experimental and control groups. Reading comprehension achievement test was used to collect data in the study., reading motivation scale and semistructured interview form were used to collect data. Dependent and independent groups t-test was used to analyze quantitative data; descriptive analysis and content analysis were used to analyze qualitative data. The results reveal that the reading theater technique had a positive effect on the reading comprehension skills and reading motivation of the students in the experimental group. In addition, it was determined that the students expressed positive opinions about the reading theater. Based on these results, it is suggested that reading theater technique should be used to increase the reading motivation of Turkish as a foreign language learner and improve their reading comprehension skills.

This promising practice describes the summer programming transformation at a rural, Title I school. After eliminating barriers to education and remediation overtones, the school now provides free transportation, meals, and books for all participants and engages them in research-based, enrichment-focused literacy learning. The program's first year experienced a 746% increase in registration, a 34% increase in retention, and an 18% increase in attendance. Similar registration and participation numbers were reported in years two through four, with reading growth demonstrated in all four summers. Both students and their parents reported increased engagement and motivation to read in the summer months. Results from the program's modifications highlight the need for and value of equitable and enrichment-focused summer learning in rural communities.

This mixed-method study aims to investigate science students' motivational orientations and their self-perceived experiences contributing to self-determination in EFL reading at a secondary school in Thailand. Drawing upon the questionnaire and semi-structured interviews, the findings revealed that the overall science students' EFL reading motivations were moderate. Each of their motivational orientations was ranked as follows: identified regulation (ID), intrinsic motivation (IM), external regulation (ER), introjected regulation (IJ), and amotivation (AM), accordingly. ID, a motivational orientation with regard to autonomous motivation, seemed to best correspond with the science students' perceptions. They also valued the influence of social-contextual variables (i.e., families, peers, and teachers) as relatively important to their behavioural control toward EFL reading (ER and IJ). This study offers pedagogical implications to improve science students' EFL reading motivation.

Teachers of beginning readers have choices in the books they select. A careful look at the features of books provides an informed basis for choosing books that engage young readers. In this article we share insights from a comparative content analysis of leveled readers and Geisel award books that can motivate children to read and prepare them for entry into the world of authentic children's literature. We end the article with descriptions of diverse award winning and honor books that can be used in interactive read alouds with beginning readers and provide recommendations for preparing for an interactive read aloud using one of the books.

Language students apply different strategies to learn a second language (L2), especially when they want to attain proficiency in reading. The aim of the present study was to revisit the validity of the "Metacognitive Awareness of Reading Strategies Inventory" (MARSI-R) among Saudi students using a new statistical method of confirmatory composite analysis (CCA). Past studies modeled MARSI-R as a "common factor" and applied confirmatory factor analysis (CFA) to test its validity. However, studies struggled to provide support for the validity of the MASRI-R with each suggesting different model. Instead, we treat the inventory as a "composite," meaning that the items in MARSI-R form and define the inventory and not the other way around. We use partial least squared structural equation modeling (PLS-SEM) to allow the composite model to be estimated. The results indicated that the constructs of MARSI-R are better operationalized as composites not common factors as supported through CCA exclusively. After confirming the nature of the inventory, we evaluated the extent to which MARSI-R is related to reading proficiency through the mediational mechanism of motivational intensity (i.e., learning effort). Descriptive statistics illustrated that problem-solving strategies are the most used strategy and that females used the strategies more frequently than their male counterparts. Most importantly, the structural model showed that metacognitive reading strategies only exert an indirect effect on reading proficiency, suggesting that the effect of strategies is mediated by motivational intensity (i.e., learning effort). Thus, motivational intensity seems to be mediator in the relationship between metacognitive reading strategies and reading proficiency. Finally, methodological and educational implications are provided.

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 aimed to explore whether educated Arabs prefer to read paper or digital materials and which reading technologies and applications they use. The sample consisted of 272 educated Arabs (81% males and 19% females) who are Twitter users, who gave 437 responses to questions, hashtags and threads asking, "which digital media and digital devices do you use for reading, why, the advantages and disadvantages of digital reading vs reading from paper material". Data analysis showed that 71.5% of educated Arabs in the sample read traditional printed books and 28.5% read digitally and use digital reading technologies as follows: 15% listen to audiobooks, 6.5% use Kindle, and 7% use e-Ink, Audible, Storytel, Feedly, text-to-speech software (Read Aloud, Natural Reader Pro and Kurzweil 1000), Instapaper, Evernote, Raindrop, Pocket, Siri, eBooks, Artificial Intelligence (AI), Tarteel, Wajeez, Sibawayh Reader, and Screen Readers such as JAWS, Window Eyes, VoiceOver, Thunder, and HAL by blind students. Digital readers in this study use smart phones, iPads, tablets, and computer screens and are familiar with digital document formats such as Pdf, Epub, Mobi, IPA and AZW. The percentage of educated Arabs who use digital reading and reading technologies and apps is small, taking into consideration that many Arab people have access to the Internet and have a smart phone, a desktop or laptop computer and should be able to access a plethora of reading apps, digital resources, and reading technologies. It seems that many educated Arabs are not familiar with digital reading, eBooks, e-libraries, online reading resources, reading technologies and applications. Digital readers gave some explanations for their preferences and how they use digital media reading, when and where. Some recommendations for familiarizing children, students and the public with digital reading and reading technologies are given.

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.

While reading circles have been utilized to promote extensive reading in many educational settings, studies on higher levels of reading engagement in under-researched, English-as-a-foreign-language contexts are still in their infancy. Therefore, the current study examines the factors that increase learners' levels of engagement in extensive reading tasks. I used learner diaries to collect data from 60 undergraduate students (ages 19-23) learning English as a foreign language in Mali. The findings suggested that cohesive groups with positive norms, behavioral changes during the task (e.g., investing an exceptional effort to achieve a significant learning goal, such as reading an entire story or a novel), and enjoyment after completing a reading task corresponded with these learners' high engagement levels in extensive reading. Although the findings of this study are specific to one group of language learners, they can still be applied to plan classroom interventions in other EFL contexts to promote learners' reading engagement.

Justice issues in early childhood education contexts abound; these include substandard developmental opportunities and resource inequalities that disproportionately affect marginalized communities. However, "interpersonal" justice matters are often underexplored in both conceptual and empirical scholarship. It is essential to prioritize how children's voices and views of justice are engaged in their educational environments, alongside questions of which communities' views and values are endorsed. This article focuses on US reading intervention programs, where efforts are made to expand freedoms and develop literacy as a pathway to greater autonomy. To better understand justice requirements for children in these programs, the authors introduce the cases of Adriana, Jason, and Gisela (pseudonyms)--all participants in case studies of young children's motivation to read in mandated reading intervention programs. The children's accounts examined within this article suggest that their intervention programs may undermine their developing capacities for autonomy and violate their rights to an open future, specifically as related to an appreciation for reading.

The aim of this study is to examine the relationship between reading anxiety, digital reading motivation, Turkish lesson attitude and reading comprehension levels of fourth grade primary school students. The design of the research is relational research model. The study group consists of 123 students studying in the fourth grade of primary school. Digital reading motivation scale, reading anxiety scale, Turkish lesson attitude scale and reading comprehension tests were used as data collection tools. SPSS 26 program was used in the analysis of the data. According to the results of the research; there is a significant negative relationship between reading anxiety and reading comprehension and a significant positive relationship between Turkish lesson attitude and digital reading motivation. There is no significant relationship between Turkish lesson attitude and reading comprehension and between digital reading motivation and reading comprehension. Relational analyses can be expanded by studying the psychological factors that affect students' reading with different study groups. Thus, arrangements can be made to improve students' reading regardless of grade level.

At the end of a two-year discussion about the value of homework in elementary school, the Seaview district decided to move away from the traditional model of homework, and introduced Wonder, Reading, and Play (WRaP) intended to be more equitable and authentic. A case study was conducted to assess the district's goals for and implementation of more equitable learning through WRaP. The experiences of stakeholders with regard to equity issues revealed success in reading due to an already established culture of reading. Lack of structure, consistency, and accountability in wonder, play, and content areas other than language arts resulted in limited success.

Volition helps students who are in the reading process to achieve their objectives. It converts their motivation into actual actions they need to undergo to reach the predetermined goals. Such actions may include the use of strategies, whether to manage their cognition, emotions, or distractions, that may elevate their reading comprehension and ultimately the desired achievements in conducting such activity. Metacognitive reading strategies can be beneficial to assist students in regulating those aspects. Therefore, students' volition may predict the use of metacognitive reading strategies, as volition drives students to use strategies in general. However, previous studies rarely investigate the correlation between students' volition and the use of metacognitive reading strategies. Hence, this study aimed to explore vocational high school students' volition and the correlation between their volition and their metacognitive reading strategy use. A close-ended survey questionnaire was administered to 204 vocational high school students to collect quantitative data. The results showed that students had high volition for their reading and they applied metacognitive reading strategies. The correlational analysis showed a significantly moderate correlation between volition and metacognitive reading strategy use. The results of this research can be used to improve students' volition and reading strategy use in achieving their reading goals.

The current study aimed at enhancing online reading speed and motivation of EFL learners through subtitled series as RSVP. For this purpose, 90 learners were divided into three groups: two experimental groups and one control group. The study follows a pre-post experimental mixed-method design. The results were statistically analyzed by using the one-way analysis of variance to compare the mean scores of the reading speed post-tests among groups and the t-test to compare the mean scores of the pre-post reading speed tests. To test online reading motivation, a 38-item questionnaire was prepared. Results revealed no significant differences between the two experimental groups on online reading speed tests and online reading motivation. However, there were significant differences between the pre and post online reading speed tests. A qualitative analysis was used to analyze learners' attitudes toward using subtitled movies to enhance their online reading speed and motivation. Results showed that majority of students had positive attitudes toward subtitled movies. Accordingly, discussion and interpretation of these results were provided.

Background: In the education sector, technologies are (or can be) repurposed in the Fourth Industrial Revolution (4IR) to facilitate teaching and learning. However, this shift may impact on learners' access to reading materials and reading motivation. Objectives: The aim of the study was to determine whether Grade 8 English First Additional Language (FAL) learners' motivation to read is influenced by access to reading materials in a traditional classroom setting or through online reading platforms. Method: Likert-scale survey questionnaires were used to measure this relationship. Data from 466 Grade 8 English FAL learners from six South African township schools were collected and SPSS version 25 was used to analyse the data. Results: In traditional classrooms, the findings showed that increased access positively influenced motivation, whereas this effect was not evident in online reading platforms. However, in both settings, motivation increased when learners had access to a diverse selection of reading materials. Finally, the findings indicated a parallel relationship between learners' low motivation and limited access to reading platforms. Conclusion: The study concluded that while traditional classrooms continue to play an important role in global education, the ongoing evolution of technology-based learning platforms has compelled a shift in reading practices toward online platforms, which are reshaping the educational landscape, demonstrating the increasing significance of technology-mediated learning in modern education. Contribution: The authors recommend enhanced collaboration between teachers and learners to devise innovative methods for motivating online reading, ensuring learners' inclusion in the 4IR literacy pedagogy evolution.

Purpose: Reading fluency establishes the basis for the strong literacy skills needed for academic success. We aim to trace how reading fluency develops from childhood to adulthood and identify factors that influence this development. Method: In this study, 200 families were followed. All participating children (N = 200, 47% female) were ethnic Finns and spoke Finnish as their native language. The dataset included children's reading fluency assessments (in Grades 2, 3, and 8 and at age 23), their self-reports, and parental questionnaires. For data analysis, growth curve models that included cognitive, motivational, and parental predictors were constructed. Results: Significant variations in both developmental rates and adult outcomes of reading fluency were found. The developmental rate was predicted by rapid automatized naming (RAN), letter knowledge, the formal home literacy environment (HLE) (measured in kindergarten) and reading motivation (measured in elementary school). Adult outcome (fluency at age 23) was predicted by RAN, letter knowledge, formal HLE, and parental dyslexia. Further, those who had parents with resolving reading difficulties were more likely to follow a resolving trajectory themselves compared with those whose parents had persistent reading difficulties. Conclusion: Our findings offer novel insights into how reading fluency develops into adulthood and identify key areas for future research to better understand the mechanisms behind reading fluency development.

This article investigates the role of reading proficiency and reading motivation in the academic achievement of a cohort of college students enrolled in a Middle Eastern university that follows the American model of liberal arts education. Forty-eight (n = 48) students from diverse academic majors completed the adults reading motivation scale, following which we tested their reading proficiency and determined their academic achievement as a composite score based on midterm and final examinations, a course project, and class participation. Results revealed that reading proficiency and overall reading motivation are positively linked to academic achievement. However, while the reading motivational dimension of self-efficacy emerged as a significant factor in academic achievement, the dimensions of reading as part of self, reading for recognition, and reading to do well in other realms did not reach statistical significance as determinants of academic achievement. The study implications and suggestions for further research are discussed.

Portable mobile technologies and high-speed access to the internet has led to the development of new online-first reading materials such as Korean Manhwa or webtoons, designed for quick consumption on mobile devices. Drawing on in-depth interviews with 11 adolescent girls aged 14 to 15 years old, this study examines why and how adolescents read Manhwa, especially romances. Findings show that these girls read for entertainment and to escape from reality. Strong visual aesthetics, relatable characters and engaging storylines, driven by technological infrastructures encouraging continual engagement, support these adolescents' immersion in online storyworlds. Their engagement with these texts allowed the girls as readers to discover self as reader and person, negotiating multifaceted aspects of their working, moral and romantic lives as they envision present and future possibilities.

Research shows a general declining trend in reading motivation as students progress through their schooling experience. This qualitative study examines how adjusting practices of rewarding reading can improve reading motivation among students. Teachers are trained in the principles of motivation and introduced to the proximal reward theory (Gambrell, 1996). They are then challenged to come up with ideas for proximal rewards and implement them appropriately for their classrooms, replacing prior incentives of food and prizes. Qualitative data are collected through classroom observations, interviews, and teacher journaling. Outcomes showed teachers' ability to plan and implement appropriate approximal rewards increased as did the teachers' confidence in their effectiveness, while students also increased in motivation for reading tasks.

Over the past two years, as a professor of reading education, I have listened to, collaborated, and met with various PreK-12 educators virtually and in person. I collected questions, comments, successes, and challenges related to the ongoing transitions and demands of this post-pandemic era on teachers, students, and parents. The topics of student motivation to read and engagement in reading remain among the top two areas of need and support for educators. In this article, I present a short summary of research on reading motivation and engagement followed by sample research-based recommendations for strengthening students' reading motivation and engagement in today's learning environments and resources to support your instructional decisions.

Purpose: This study aims to better understand the role of gender in the reciprocal relations between intrinsic reading motivation and reading comprehension during adolescence. Method: Utilizing data from the National Educational Panel Study (NEPS), this study focuses on a representative sample (N = 8,317) of German secondary school students, with approximately 48% female students and 26% students with immigration backgrounds. On average, students were 10.64 years old (SD = 0.37) at wave 1 in grade 5. Measurements for intrinsic reading motivation and reading comprehension were taken at three separate time points: grades 5, 7, and 9. A multi-group cross-lagged panel model was employed to examine gender similarities and differences in the reciprocal relations between intrinsic reading motivation and reading comprehension over four years. Results: The results revealed reciprocal cross-lagged effects between intrinsic reading motivation and reading comprehension for both male and female students from grades 5 to 9. The strengths of cross-lagged effects between intrinsic reading motivation and reading comprehension were largely similar across genders. Conclusions: This study provides insights into the reciprocal relations between intrinsic reading motivation and reading comprehension from grades 5 to 9, emphasizing that these relations are largely consistent across genders. The findings reinforce the generalization of the positive reciprocal relations between intrinsic reading motivation and reading comprehension, regardless of gender or age. It calls for caution in interpreting gender differences without considering the complex, reciprocal nature of these variables and highlights potential avenues for future research.