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During the preschool period, children's interest in reading increases, and their attitudes toward books develop with the means and opportunities provided by their teachers. Teachers' attitudes develop during their undergraduate education as pre-service teachers. This study aims to reveal preschool pre-service teachers' attitudes toward children's literature and reading habits and the relationship between these attitudes. The relational screening model was used, and the study was conducted with 343 preschool pre-service teachers. The data were collected through the "Preservice Teacher's Attitude toward Children's Literature Scale (ACLS)" and "Pre-service Teacher's Attitudes toward Reading Habit Scale (ARHS)." The descriptive, difference and correlation analyses were used to analyze the collected data. As a result of the study, the attitudes of preschool pre-service teachers toward children's literature were found to be high, and their attitudes toward reading habits were moderate. Regarding the differences in the attitudes according to the variables, the following results were obtained: female pre-service teachers' attitudes toward children's literature and reading habits were significantly higher than males; attitudes of 4th-grade pre-service teachers' toward children's literature were significantly higher than others; regarding the attitudes toward reading habits, the only significant difference is in the "attitude toward the development of reading habit" sub-dimension, in favor 1st-grade pre-service teachers; attitudes toward children's literature showed a statistically significant difference in favor of pre-service teachers who took children's literature course, but taking this course did not affect their attitudes toward reading habits. A positive and weak relationship was found between preschool pre-service teachers' attitudes toward children's literature and reading habits.

Reading habit is one if emulated judiciously is bound to reap rich benefits in the future. From being the most effective way in utilizing leisure time to the development of better cognitive ability, reading has an inevitable role. In this study an attempt has been made to enumerate the prevalence of reading habits among the school (6-12) and the college students. Survey is conducted in a hybrid mode, employing direct data collection pertinent to the school students and online survey for college students. Random sampling technique is employed and the data collected is analysed and interpreted in various ways. The comparison of the results of the school and the college students along with the overall trend has been deciphered. The results paint a grim picture of the plummeting reading tendency among the students and the utmost priority with which it should be addressed. An attempt has also been made to address the suitable alternatives in the near future to foster and inculcate reading among the young minds of the nation.

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.

Reading is a skill that is initially taught in schools. Students are introduced to the alphabet and later learn to read texts. Reading Foreign languages is also introduced when students learn a foreign language. The student requires reading activities that include vocabulary learning. Extensive reading is one of the practical activities of reading. Nowadays, extensive reading activities include reading printed and digital text in e-books, journals, and internet and social media articles. In addition, digital extensive reading research on university students of agriculture is still rare. Thus, research on digital-mediated extensive reading in agricultural students' needs to be conducted to investigate whether it improves their reading comprehension. This study involved 84 agricultural students majoring Agroecotechnology study program. The participants take an English course. The data for this study was taken from the pre-test and post-test scores and questionnaire. The data will be analyzed using descriptive and inferential statistics. The results of the study shows that the digital-mediated extensive reading effectively enhances the student's reading comprehension in English as academic purposes (EAP) setting, and the students express that the digital-mediated extensive reading provides flexibility, technology utilization, and reading.

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.

The lifelong learning strategy is one of the most significant strategies suggested for bringing up modern persons in the appropriate circumstances. This study attempts to identify, in terms of several characteristics, the lifelong learning tendencies of the Turkish language, literature, and Turkish teacher candidates. 297 students studying Turkish Language and Literature as well as Turkish Teacher Certification at a university in the east of Turkey make up the study's sample in the survey model. The Lifelong Learning Tendency Scale (Gür Erdoan & Arsan, 2016) was used to gather the research's data. The information gathered throughout the study was analyzed using four distinct methods, including frequency, percentage, t-test for independent groups, and Kruskal Wallis H test. The statistical software package SPSS for Windows 22.00 was used to analyze the data. The study's findings revealed that, when it comes to gender-related factors, female teacher candidates had stronger lifelong learning tendencies than male teacher candidates. It was discovered that teacher candidates who read books frequently--every day, every other day, and once a week--had better propensities for lifetime learning than those who read books just once a month. It was found that teacher candidates with stronger dispositions toward lifelong learning studied scientific/academic, personal development, adventure, novel/story, and literary genres. Additionally, it was discovered through the research that there was no significant difference in the lifelong learning tendencies of teacher candidates about factors like age, the department or major of science they studied in college, the grade level they studied in, family income level, the education levels of their mothers and fathers, and preferred reading model. In general, it was found that teacher applicants scored extremely well on the lifelong learning tendencies scale when it came to their responses regarding their degrees of willingness to learn and grow over time.

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.

The present article highlights the views of Slovenian language teachers on the introduction of comics in literature lessons in primary school. We were interested in Slovenian language teachers' views on the introduction of comics as an art-literary type of text as part of the literature curriculum as well as the use of comics as a literary-didactic method in literature classes. This was investigated via a questionnaire, which was fully completed by 121 Slovenian language teachers of the first to the ninth grade. The results show that factors such as gender, educational period taught, professional experience, field of study, highest level of completed education, source of skills related to the introduction of comics in the classroom, teachers' reading habits and attitudes towards reading comics, and agreement with stereotypical claims about comics per se have no influence on teachers' attitudes towards the use of comics in the forms studied. However, their attitudes towards the use of comics in the classroom are influenced by certain stereotypical attitudes of teachers towards comics. The most important limitation of our research was also the most important finding: teachers are neither empowered to introduce and use comics as an art-literary type of text in the literary curriculum, nor are they able to use comics as a literary didactic method in literature classes. There is a great need for teacher training and teachers should be empowered to use and introduce comics in all forms.

Our research aims to predict students' academic performance by considering the variables affecting academic performance in science courses using the deep learning method from machine learning algorithms and to determine the importance of independent variables affecting students' academic performance in science courses. 445 students from 5th, 6th, 7th, and 8th grades attending a school in Central Anatolian City in Turkey, participated in this study in the 2022-2023 school year. Data was collected with a. A deep learning method called deep neural network, one of the ways of machine learning, was used in data analysis. The average number of books read per year had the highest importance among the variables affecting academic performance in science courses. In addition, deep learning predicted students' final science scores with 90% accuracy. According to the results of this study, the percentage of the academic achievement prediction might be raised by reproducing the required data set for the data analysis method with deep learning. A forecast of the student's academic achievement with artificial intelligence and detecting the importance of variables' percentage might be researched for other courses in addition to the Science course.

The National Education Policy (NEP) 2020 of India reframed the present structure of higher education such as syllabi, examinations, and assessments. Due to the pandemic, many educational and research institutions are building a knowledge and skill-based curriculum and designing new credit-based courses, while encouraging students to attend online courses as a way to meet the recommendations of NEP. Any e-learning platform or online course has four basic components: Videos, Activities, Additional Reading Material, and Discussions, with Additional Reading Material being a more important component. Online courses that are open to everyone (MOOCs) can be adopted irrespective of the students' specialization or area. The instructor provides the reading material to the learners as a fixed, recommended list irrespective of the learner's interest or specialization. Instructors are finding it difficult to cater to the diversity of learners' interests and learning styles. In this paper, I have focused and analyzed the additional reading material and digital reading patterns of learners in various MOOC platforms by conducting online surveys. I concluded that there is a need to use learning eXtension Trajectories (LxT) in the learner-centric MOOC model where an instructor can identify various supportive domains and provide a shortened list of resources comprising various media to the learners.

Being recognized as one of the President's Lister (PL) in an academic institution reflects one specific student's dedication, intelligence, and hard work. Therefore, this research investigated and revealed the real-life experiences of students who achieved President's List status as they endeavored to maintain consistency amidst the challenges posed by the pandemic. This phenomenological research comprised 10 participants, evenly distributed between in-depth interviews (IDI) and focus group discussions (FGD). These individuals were exclusively selected from Kapalong College of Agriculture, Sciences, and Technology, all of whom were consistent President's List (PL) students enrolled in the Institute of Teacher Education (ITEd), specifically third-year and fourth-year students. The collected data underwent analysis through coding and thematic analysis. The findings of the study delineated varied experiences, coping mechanisms, strategies, and perspectives of the chosen PL students regarding their pursuit of consistency amidst the pandemic. Lastly, the findings and results of the study are deemed essential and beneficial to the field of education, especially in all Higher Education Institutions (HEIs), as this may serve as their basis for crafting guidelines and policies like special scholarships to these honour students in support to their consistency with their academic pursuit. The results could also provide valuable insights to the Commission on Higher Education for formulating a memorandum and updating the Program Standard and Guidelines, particularly in implementing a flexible learning approach while taking into account the preparedness of both students and educators.

Reading habits play an active role in promoting students' reading skills and making them prepared to participate in modern society. Gender differences regarding students' habits in the use of reading medium, amount of time spent on leisure reading, and the frequency of school-related reading and of leisure reading were examined. The relation between these habits and the level of student reading performance was further explored. Data on 439,847 15-year-old students in 61 countries/regions were extracted from the most recent database of the Programme for International Student Assessment. Descriptive statistics showed that female students preferred print reading and multiformat use, that they spent more time on leisure reading, and that they read fiction and magazines more often than male students. Then, 3-level hierarchical linear modeling was conducted. The results indicated that the use of a paper format, the school-related reading of texts with tables or graphs and of fiction, and the leisure reading of fiction and nonfiction positively influenced reading performance among members of both gender groups and that a small amount of leisure reading of magazines and newspapers only showed a significant, albeit small, positive impact among members of the female group. Additionally, more than 2 h of leisure reading a day brought greater benefits for female students, while 1 to 2 h a day seemed to be more effective for male students. The practical implications for the cultivation of reading habits by students as well as those for the implementation of educational interventions were further discussed.

Culturally Relevant Pedagogy and use of diverse picturebooks to support reading development and social-emotional skills are gaining acceptance and broader use. With this shift, new measures of efficacy are needed to confirm, bolster, and source new policies and strategies for family and classroom literacy practices. To this end, the Reading Builds Empathy (RBE) literacy study sought to develop and pilot a new instrument that uses picturebook reading as a way to understand empathy development. The RBE study participants included 21 parent-child dyads (N = 42) and piloted a tool that was created to measure children's empathy development for children ages six-eight. The tool includes collecting parent reports of children's at-home literacy practices and engagement with picturebooks as well as parents' perspectives on their child's empathy development. The tool also includes a researcher-administered tool to directly measure children's empathy development in a developmentally appropriate format across three domains: affective, cognitive, and ethnocultural empathy. This paper describes the process for instrument development, initial pilot data, considerations for changes to the instrument, and ideas for how the instrument can be used in future intervention studies.

The purpose of this study is to explore the literacy practices of mothers with refugee backgrounds and the ways that they position themselves in relation to these practices. Data include fieldnotes, interviews, artifacts, and informal conversations. The findings reveal the participants' family literacy practices within the specific domains of education, family, and community in the United States. The findings also show that the participants had multiple identity positions as cultural experts and parents who provided educational resources for their children. The study has implications for parental involvement in urban schools and for educators practicing in K-12 and adult ESL.

Reading comprehension is the ultimate goal of learning to read, as the understanding of text is at the root of the purpose for reading, whether reading for pleasure or reading to learn. At-home reading practices can vary widely family to family -- some families have the knowledge and resources to read effectively with their children, while others have not been afforded the opportunity or knowledge to read with their children. The Advancing Comprehension and Engagement (ACE) Literacy Project is a free reading comprehension resource bringing the evidence-based Knowledge Acquisition & Transformation (KAT) Framework to families via podcast and video episodes in English and Spanish. The aim of the ACE Project is to help ameliorate access barriers to high-quality literacy resources for families by providing engaging, interactive episodes available on major platforms and accessible via cell phones, tablets, or computers. The present article describes the theoretical foundations underlying the ACE Project, details the methods used to develop ACE, describes the format followed in each episode, and discusses the pilot year of the project. Usage statistics are presented. Implications for the future of the ACE Project are discussed in light of initial data collection.

We aim to examine similarities and differences in the developmental patterns of habitual (HRM) and situational reading motivation (SRM). We investigated the correlated change of SRM and two aspects of HRM: habitual reading enjoyment and habitual reading for interest. The sample comprised N = 1508 students with four waves of data collections spaced approximately every 18 months. Applying multivariate curve-of-factors models, first we found a decline in all three aspects of reading motivation from T1 to T3, and a stable trajectory from T3 to T4. Second, all three aspects of reading motivation correlated strongly regarding time-specific aspects, as well as level and trend factors. Third, the two HRM aspects showed higher correlations than did any aspect of HRM with SRM. Implications of the correlated declines of HRM and SRM, and for future research on reading motivation in general, are discussed.

Numerous studies have revealed the benefits of parents' reading-related activities that support children's cognitive development. However, little is known about the reading-related achievement emotions that are essential for self-confidence and well-being as a reader. To advance research in this important area of achievement emotions, it is critical to focus on the impact of parents' reading-related activities on reading-related achievement emotions pertaining to enjoyment and boredom and their internal mechanisms. Based on the control-value theory of achievement emotions, we investigated 12,322 Chinese students through a national reading program. Results indicated that parents' reading-related activities positively predicted reading enjoyment but negatively predicted reading boredom through the mediators of self-educational expectation and reading self-efficacy after controlling for gender, age, and SES. This study highlights the values of parent-child shared reading, makes a unique contribution to the field of achievement emotions, and explains how self-educational expectation and reading self-efficacy mediate this process.

This study involves translating, cross-culturally adapting, and validating the "Literary Response Questionnaire" (LRQ) for 413 Spanish adolescents. It explores the evolution of literary education in Spain and its alignment with the Reading Responses paradigm. The LRQ, adapted across various locations, is validated in Spanish through Exploratory and confirmatory factor analyses. The research analyzes reading responses in dimensions like Leisure Escape, Insight, Empathy, Story-driven Reading, Concern with Author, Imagery Vividness, and Rejecting Literary Values. Findings reveal widespread indifference and rejection toward literary reading among the adolescents, along with a clear disapproval of the historicist-authorial approach to literary education. Significant variations were identified based on students' gender, enrollment in a bilingual program, and notably, the number of books read per year. This underscores the significance of introducing literary reading practices in secondary education that align with the leisure preferences of adolescents, encouraging personal and experiential engagement with texts. This could materialize in the classroom the shift from a historicist to a reader-centered approach suggested by the current Spanish curriculum.

In English teaching, developing students' reading habits has been emphasized for its critical role in promoting overall core competencies. However, in practice, many teachers and parents are not informed of the effective approaches to developing good English reading habits, hindering the overall development of students' core competencies. In light of this, an empirical study was carried out to explore the developmental features of students' English reading habits and individual, family and school factors that affect its development. A questionnaire was adopted to collect quantitative data. A total of 2,130 primary and secondary school students from China participated in the study. The results indicated that their English reading habits varied with age and gender. In terms of age, secondary school students, especially middle school students, performed better than primary school students. In terms of gender, females performed better in reading frequency, reading time and ways of reading, while males had a larger reading volume. Reading habits were found to be impacted by individual, school and family factors. Among them, age had the strongest influence on the development of English reading habits. These findings shed light on effective ways to develop English reading habits, especially in foreign-language-learning contexts.

The importance of parent-child shared book reading (SBR) is well established. However, there is a limited understanding of parental interaction patterns during SBR among preschool children in the Indian context. Using a cross-sectional observational study design, mothers' verbal and nonverbal behavior during SBR was analyzed in 26 Kannada-speaking mother-child dyads. Relationships between the quantity of SBR experiences and parental attitudes and beliefs about storybook reading were examined. Findings revealed that mothers predominantly used dialogic reading strategies followed by extra-textual talk, print referencing strategies, and nonverbal strategies. Few correlations were found between parental attitudes and beliefs and the quantity of SBR experiences. Implications for parent training in SBR are discussed.

This study focuses on the problem that the process of building learning habits has not been clearly described. Therefore, we aim to extract the stages of learning habits from log data. We propose a data model to extract stages of learning habits based on the transtheoretical model and apply the model to the learning logs of self-directed extensive reading to demonstrate the process of building learning habits. We uncover the various stages (i.e., the precontemplation, contemplation, preparation, action, and maintenance stage) that learners underwent, and different proportions of the maximum stage that they achieved during an 11-month, self-directed, extensive reading program-implemented in a Japanese junior high school. This study contributes to realizing a method to evaluate the learning process, by tracing the stages of learning habits in long-term, and continuous learning activities. Further, this study can help guide the development of evidence-based educational interventions to support the building of lifelong learning habits and self-directed learning, using data-driven methods.

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.

Gamification is gaining popularity in education because of its positive effects on learning motivation and engagement. However, several studies have doubted the long-term sustainable effects of gamification pedagogy, arguing that it provides only short-term benefits. Therefore, the purpose of this work is to explore the sustainability of gamification effects in learning. A crossover quasi-experiment was designed to trace the change of the impact of a gamified reading tool on children's reading over time. The results show that active participants' reading habits, motivation, and interests increased sharply during the use of the gamification application and then decreased slightly after they ceased using the application but remained higher than before the intervention. A discussion of how to create the persistence and sustainability of the effects of gamification for learning is presented.

In addition to pre- and in-service teacher education programmes, teachers' autonomous reading of content related to their work contributes significantly to their professional development. This study investigated the factors that influenced the professional reading of 10,469 language teachers in the 2018 dataset of the Programme for International Student Assessment (PISA). Two machine learning models -- logistic regression and Support Vector Machines (SVM) -- were used to classify light and heavy readers. Nineteen variables related to teachers, including various aspects of their life, education and instructional practices, were used as predictors for classification. The results indicate that the two models had very similar accuracy scores around 65%. Moreover, the length of the reading texts that teachers assign to their students, instruction of reading comprehension strategies, and teachers' own general reading habits were found to be the most important predictors of professional reading time.

In this qualitative research we employed the case study method to identify the factors that affect Turkish fifth to eight graders' selection of books to read and the reasons that cause them to stop reading the books they have selected. To identify those factors and reasons, data were collected from a total of 32 participating students who were selected using stratified purposive sampling. A group was formed for each grade. Each grade group included 8 students who borrowed books from public libraries and voluntarily participated in the study. The participants were interviewed using open-ended questions. Interviews revealed that in selecting books to read, the students considered theme, genre, and structural features such as title, cover design, author, publisher, and recommendations made by peers, teachers, and family members as criteria. The students also stated that the events and themes in the books, language features, font size, insufficient time to read, and the library's requirement to return a book in 15 days were the reasons to give up reading a selected book.

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.

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.

This study aims to determine the cognitive awareness of reading strategies of secondary school students, the relation between the cognitive awareness of reading strategies and writing anxiety, and the common effect of some variables on cognitive awareness of reading strategies. This quantitative study is an example of a relational survey model with correlational research features. Data have been collected through two different scales. 339 secondary school students have participated in this research. Mean, frequencies, standard deviation, Pearson Correlation Coefficient, Simple Linear Regression, and Two Way Anova have been used for data analysis. As a result of the study, secondary school students have good cognitive awareness of reading strategies, and there is a negative relation between cognitive awareness of reading strategies and writing anxiety. Verbal academic success is a predictor of cognitive awareness of reading strategies, and the common effect of gender and writing anxiety doesn't influence cognitive awareness of reading strategies.

The authors examine the relationships between home play and learning--measured by reading and teaching practices at home--among low-income families, including those with mental health issues. Based on a large database from the Family Map Inventory, a screening tool for home visiting programs, the authors' findings revealed that play-related concerns such as play materials, home play, and the variety of play away from home had significant impact. They conclude that care givers who provide children with more play opportunities both at home and away from home tend to read books with children more frequently and to teach them more basic academic skills. This suggests that early play interactions can contribute to early learning and implies that intervention programs such as Early Head Start and home-visiting programs focusing on play may boost a family's resilience and add value to existing services.

This research was created in order to detect the indirect, direct and total effects of some factors affecting the academic success of secondary school students in Turkish courses. Concordantly, in the research, the explanatory and predictive relationships between students' individual verbal expression self-efficacy perceptions, group verbal expression self-efficacy perceptions, motivation towards school and demographic characteristics (gender, number of siblings, education level of parents) as well as various variables (number of books at home, number of book pages read daily, the daily television watching frequency and daily internet use frequency) and academic success in Turkish lessons were examined. In the study group of the research, there are 506 eighth grade students studying in seven public secondary schools in the city center of Kilis. The data obtained were analyzed with a structural equation model to reveal the indirect and direct causality between internal and external variables through structural equations. As a result of the research, individual verbal expression self-efficacy perceptions and motivation towards school have only indirect effects on students' academic success in Turkish lessons, group verbal expression self-efficacy perception, number of siblings and father's education level have only direct effects. Besides, gender, the number of books at home and the number of daily book pages read have both indirect and direct effects on the academic success of students in Turkish lessons. However, in the study, it was detected that individual verbal expression self-efficacy perceptions, gender, number of books at home, number of daily book pages read, and motivation towards secondary school had indirect and/or direct effects on group verbal expression self-efficacy. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]

With rapidly developing technology, the most common social area of our lives has become social media. While social media brings with it new notions, it also affects the culture we have. One of them is the culture of reading. Reading culture includes making the act of reading a philosophy of life. The act of reading requires education. The most common place where we receive this education is in schools. Teachers, one of the basic elements of schools, play an important role in the transformation of reading into a reading culture. For this purpose, this research aims to determine the effect of teacher candidates' social media use on their reading culture. The study consists of two parts. In the first part, reading culture was examined according to the variables of gender, class level, region of residence, number of siblings, economic status of the family, education level of parents, and number of annual book readings. In the second part, the reading cultures of teacher candidates were examined according to the variables of daily online time, duration of social media use, age of having a social media account, and purposes of using social media. The study was created by scanning method. Türkel et al. (2017) developed the scale applied. The obtained data were analyzed in SPSS 24. Mann-Whitney U Test was used for pairwise comparisons and the Kruskal-Wallis H test for multiple comparisons. In conclusion, there was a significant difference in favor of women in terms of teacher candidates' reading cultures and gender variables. In terms of grade level, a significant difference was found in favor of 3rd and 4th-grade levels. There is no significant difference in reading culture in terms of other variables. However, when we ignore the student with a master's education level, the reading culture score of the teacher candidates with illiterate parents in the education level of the parents was higher. Again, in terms of daily use of social media, the reading culture scores of the candidates who used one hour or less were higher. The social media factor is important in terms of transferring and enriching the reading culture.

The research aims to examine the effect of "peer assisted learning" and "learning together" techniques on 6th grade female students' reading comprehension achievements and attitudes towards reading. The research employed a quasi-experimental model with pretest -- post-test control group. Data collection tools of the research were Reading Attitude Scale, Reading Comprehension Achievement Test, Reading Habit Questionnaire, student interview forms and student journals. Results suggested that "peer assisted learning" affected 6th grade female students' reading comprehension achievement positively at a high level, "learning together" positively at a moderate level, but the current practices in Turkish course did not make a significant difference in reading comprehension achievement. Learning together and current practices were observed to be effective in ensuring the permanence of students' reading comprehension achievements, while "peer assisted learning" was not. No significant difference was found between the effects of techniques used in the research on the students' reading comprehension achievements or on the permanence of their reading comprehension achievements. No significant difference was found between the effects of "peer assisted learning," "learning together" and "current practices" on students' attitudes towards reading; while a significant difference was found in the permanence of students' attitudes towards reading resulting from (against) learning together technique. The students expressed generally positive opinions on "peer assisted learning" and "learning together" techniques.

The aim of the present study is to identify teachers' reading strategy use in L1 (mother tongue) and L2 (foreign language), and also to examine whether background variables such as gender, qualification, teaching experience, platform of teaching, reading habits, majors, L2 level and the number of L2s known make a difference in teachers' reading strategy use. Reading has been widely researched yet examining L1 and L2 reading strategy use simultaneously yielded contradicting results. Furthermore, there is little research on teachers' reading strategy use although their role in students' reading is vital. An online, anonymous questionnaire including background variables and items from MARSI was used, which was filled in by 256 teachers. Data analysis found that teachers use more reading strategies in L1 than in L2. No background variable had any significant relationship with L1 reading strategy use. Reading habits, L2 level, majors and L2s known, however, did make a difference in teachers' L2 reading strategy use. Thus it seems that L2 metalinguistic knowledge and reading habits might be important to consider when examining reading strategies.

Preparing English as a foreign language (EFL) students for final exams and language exams has become more and more significant in secondary education. However, those students who continue their studies as English majors have to live up to new expectations and rise to different challenges such as reading and discussing literary texts written in English. Thus, they would need help, nevertheless it is generally believed in many university courses that students have already reached the needed language proficiency level and they are able to read academic texts in English without having difficulties (Paran, 2008). Therefore, firstyear English majors are often unprepared to cope with the demands made on them in literature courses. The main objective of this interview study, involving four EFL and four English literature tutors from a university in Hungary, is to explore the tutors' perceptions on first-year English majors' reading habits, what reading skills and strategies are required in literature courses. The findings provide an insight into some of the issues related to reading texts in English, what demands English majors have to meet when they enter tertiary education, and some possible solutions.

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.

A sample of parents in Saudi Arabia was surveyed to find out the reading technologies that children under the age of 12 use, children's digital reading habits and interests, parents' roles in encouraging the children to read digitally, the effects of digital reading on children's reading ability, and to compare digital reading before, during and after the Pandemic. Survey results showed that all the children in the sample use a smart phone to access apps, games, cartoons, and YouTube videos. About 41% use an iPad or tablet and few use their parents or older siblings' laptops. None of the children in the sample uses an e-reader such as Kindle. 5% do not like to use an iPad/tablet and prefer to use their parents' smart phones. Children below the age of 6 use touch screen devices in reading the English and Arabic letters, numeracy and words. They enjoy reading on touch screens. 36% of the children in grades 1-3 use touch screen devices in learning to read and 64% use them for games and entertainment. Children in grades 4-6 mainly use touch screen devices to play games, soccer, car races and watch movies mostly in English and do not use those devices for reading purposes. Older children feel that educational and language learning and reading apps are boring. During the pandemic, children used technology intensively due to remote teaching and learning, i.e., more than before and after the Pandemic. About half of the parents do not share, nor supervise reading from touch screen devices with their children whether during, before or after the pandemic. Despite the advancements in digital reading, most parents and children in Saudi Arabia still prefer print books and stories. Mobile audiobooks, electronic reading games, storybooks, picture books and glossy magazines, reading lessons with a digital, human-like character, WhatsApp remote reading, online book clubs, and children's digital libraries are not used. Therefore, this study recommends the integration of digital reading in the school curriculum, raising parents and teachers' awareness of digital reading devices, reading apps and websites and designing mobile reading apps with interactive features to motivate older children to read Arabic fiction and short stories.

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.

The state of reading to meet a person's needs develops over time, and this habit becomes a part of the person's life. In this study, a focus group interview was the preferred method of qualitative research. High-level readers who read more than 30 books a year were included in the study. Even though they read about 30 to 100 books a year, they still think they should improve in some respects. Their reading habits were acquired at an early age from a role model or by the encouragement of people around them. When a person feels the need to read, the habit starts to be acquired internally, but it is during later stages (high school and university period) that habits are solidified. According to this study, the most important factor in gaining reading habits are the surrounding people (parents, relatives, teachers, and friends). Moreover, it is determined that the fact that each of the participants has different experiences, opinions, and feelings about reading and that their reading orientations, desires, and expectations and the discovery of their world of meaning make them high-level readers.

Aim: The study aims to analyze the social factors influencing the students' reading habits: The educational sphere, academic performance, the availability of free time, their parent's level of education and the number of children in the family. Methods: Psychological and pedagogical literature was analyzed, and the main concepts of the study were revealed, a survey of students was conducted to determine social factors and the degree of their influence on reading habits. Results and conclusion: The study found that reading habits are developed in childhood under the influence of significant adults, primarily parents and secondary teachers, and the education of parents play an important role. The study also found that reading habits and academic performance are closely related, and people who maintain consistent reading habits tend to achieve high levels of educational success. Additionally, crises have a significant impact on the changes in the number of books read and digital literacy, which considerably increased. However, most respondents stated that they depend on external factors. Therefore, there is a need to look for methods for developing the reading habits of modern students. Cognitive value: The cognitive value of this research lies in its ability to shed light on how reading habits are formed and how they affect academic performance. This research contributes to understanding the social factors shaping reading habits. The findings are relevant to educators and parents, who can use them to develop strategies to promote reading habits.

What lives amongst loss? This study employs spectral reading practice to thematically analyze the scholarship of teaching and learning (SoTL) produced within the Canadian blogosphere during the COVID-19 pandemic. Despite the extent of loss that the pandemic brought, the findings of this study reveal that SoTL practitioners continued to embrace positive affectivities and "what works" in their reflective research about the experience of teaching and learning during crisis times. The four revealed themes--endless possibilities, teaching as care, care ethics, and community awe--point towards a hardening disciplinary and methodological characterization of SoTL (or what I refer to as a "SoTL attitude") that is rooted in qualities of appreciation, generosity, and reparation. Overall, this work contributes to examinations of SoTL as an evolving disciplinary area, providing unique insights into its surprisingly cohesive response to the COVID-19 pandemic.

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.

The social studies course can be described as an ongoing process that attempts to prepare individuals for life through the transfer of culture and ensures their socialization. It is thought that students' beliefs and attitudes toward this course are essential for achieving the course objectives. The objective of this research is to determine the attitudes and belief levels of fourth-grade students toward the social studies course with respect to various variables and to review the relationship between attitudes and belief levels toward the social studies course. During the research, descriptive survey and relational survey models, both quantitative research methods, were used in combination. The study population consists of primary school students throughout Turkey in their fourth grade during the 2022-2023 academic year. 1326 primary school students in the fourth grade constituted the sample group of the study. The research data were collected using the "Social Studies Course Attitude Scale" and the "Social Studies Course Belief Scale". Because of the study, it was determined that there was a positive and moderate relationship between the students' attitudes and beliefs toward the social studies course, and it was noted that students' attitudes and beliefs toward social studies course were significantly high. Teachers and educators, while conducting efforts to enhance students' attitudes toward the social studies course, can also contribute to students' success by focusing on their positive beliefs about this course.

This study was conducted to determine the relationship between the reading habits and speaking self-efficacies of prospective teachers. Correlational survey method, which is one of the quantitative research models, was adopted for the study. A total of 114 prospective teachers attending the first grade of Classroom Teaching and Pre-school Education undergraduate programs of Alanya Alaaddin Keykubat University's Faculty of Education during 2018-2019 Academic Year's spring semester formed the target population of the study. Since the whole of target population was possible to reach, sampling was not applied. "Attitude Scale for Reading Habit" and "Scale for Speaking SelfEfficacy" developed respectively by Gömleksiz (2004) and Katranci and Melanlioglu (2013) were used as data collection tools for the study. For the analysis of the data, Mann-Whitney U Test, which is one of the non-parametric tests, was used in two groups and Kruskal-Wallis H Test was used in more than two groups. Also, Spearman Correlation test was applied to determine the relationship between the reading habits and self-efficacies of prospective teachers. It was found that their attitudes towards the reading habits significantly differ according to their gender and reading frequencies, but not to their branches and library visiting frequencies. Moreover, it was concluded that the prospective teachers' speaking self-efficacies do not significantly differ according to their genders, branches, library visiting frequencies, and reading frequencies.

The study aimed to examine the time management skills of pre-service teachers in terms of various variables. The study is important in terms of both quantitative and qualitative data in terms of planning time, being aware of the importance of time and knowing their habits that will make them waste time and revealing what their attitudes are about it. The study group of the research consists of Turkish pre-service teachers. "Time Management Questionnaire" and three open-ended questions were used as data collection tools. The results of the study show that pre-service Turkish teachers' time management skills differ according to gender, academic gpa, daily smartphone use and daily book reading habits; there was no significant difference according to the grade variable. In the study, it was concluded that as the daily smartphone usage time of pre-service teachers increased, their time management skill scores decreased; as the daily book reading time increased, their time management skill scores increased. The qualitative findings of the study showed that the majority of the pre-service teachers made short or long term plans, were aware of the importance of time and its efficient use, and the habit that they thought spent too much of their time was the smartphone; quantitative findings showed that the pre-service teachers' time management was at the "medium" level. We believe that the results of the study on determining the situations of pre-service teachers regarding time management through quantitative and qualitative data will both contribute to the field and guide further studies.