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In the current era, the use of corpora in language teaching is mainly explored in English classes as it has become a trend in education. Hence, this research aimed to identify the corpus metadata, frequently used words, and unique words related to the Islamic boarding school context to be used in the English instructional process. This research employed a mixed method combining quantitative and qualitative data analysis methods. Two English Islamic boarding school books, several articles covering the scope of Islamic boarding school, and students' speech texts were selected as the data. Then, they were analyzed using the Voyant tool. The finding showed total words of 49,970: 5,417 specific words, 0.108 vocabulary density, and a 12,980-readability index. The finding will be incorporated into instructional resources for developing Islamic boarding school students' general and/or specialized vocabulary. The words, in particular, will provide a foundation for students in constructing Islamic speech texts, delivering speeches, and using English in an Islamic boarding school environment.

This article is a summary of information provided in a workshop encouraging educators to explore creating brave spaces in schools and communities through literacy. Educators are introduced to a culturally responsive pedagogy that prioritizes fostering inclusive literacy environments and supporting students with dignity. Teachers are encouraged to nurture diverse voices and promote meaningful, inclusive literacy experiences that foster belonging and growth for all students.

Using only monocultural books create problems of invisibility, ethnocentrism, and systemic privilege. For this study, undergraduate preservice teachers (PSTs) delved into books representing diverse identities and experiences over two subsequent semesters. Using surveys, reflections, and lesson plans, the knowledge, attitudes, and perspectives of PSTs changed as a result of the exposure and use within classroom assignments. PSTs responses indicated a stronger desire to include a broader range of books and to promote representation within the curriculum.

This article systematically reviews the quantity and quality of Rebecca L. Oxford's publications over five decades of research and publication in language education and related fields. The first section portrays Oxford's contributions in four thematic areas: language learning strategies, language teaching, psychology, and peace. For each theme, many of Oxford's publications and ideas are presented. The second section is an overview of her career achievements, such as books published, courses taught, and academic honors. The third and the fourth sections present the systematic review. Specifically, the third section explains in detail the methodology used by Panahi and Mohebbi for their systematic review of Oxford's work, while the fourth section presents results of the systematic review across 338 of her works (journal articles, book chapters, and books). Oxford's personal response is the last section.

Incorporating books that facilitate inclusive understandings of dyslexia can be a challenging yet important pedagogical approach to promoting equitable practices. As realistically portrayed characters and stories provide a way for students to see not only themselves but also others, and enter different worlds, the need for multiple representations of children with dyslexia is necessary when working to create equity-oriented classrooms. First, we discuss strategies on how to select and use books with diverse representations of individuals with dyslexia. Next, we provide book selection criteria to guide teachers in curating their own classroom libraries with similar texts. Finally, we include activities and a list of books that teachers can incorporate into their classrooms to facilitate strength-based discussions about dyslexia.

This study aims to assess the physical literacy environment in 30 early childhood classrooms servicing 4- to 6-year-old children. A high-quality literacy environment that includes a variety of materials and resources is an important part of children's emergent literacy, as research shows their use supports oral and written language development (Dynia et al., 2018; Yang et al., 2023). Observations were conducted using the Early Language and Literacy Classroom Observation Pre-K (ELLCO Pre-K; Smith et al., 2008) and the Literacy Environment Checklist (Smith et al., 2002), along with qualitative observational data and photographs of the classrooms. Overall, results show a low or basic level of quality of the physical literacy environment. Classrooms lack quality features such as a wide variety of books, writing materials in learning centers, accessible environmental prints, and representations of children's diversity in reading materials. This level of quality is not considered sufficient to adequately support the language development of 4- to 6-year-old children, particularly those from disadvantaged backgrounds (Cunningham, 2010). These findings underline the importance of teachers' professional development to better support emergent literacy through the physical environment of early childhood classrooms.

The Poya Songbook, an integral part of Zhuang traditional culture, embodies rich music and folklore passed down through generations. This study aims to examine the historical development and literacy transmission of the Poya Songbook for education and literacy studies in Funing County, Wenshan Prefecture, Yunnan Province, China. Drawing upon a combination of ethnographic methods and semiotic analysis, the research delves into the intricate journey of the Poya Songbook, contrasting its state before and after the pivotal year 2006, when it received official recognition as an intangible cultural heritage. Three key informants, deeply rooted in the local cultural milieu, provide valuable insights into the songbook's transformation, its role in education, and the challenges of preserving its authenticity amidst modern influences. The data analysis discerns shifts in transmission methods, content, and performance, shedding light on the evolving relationship between tradition and cultural identity. The findings underscore the importance of balancing preservation with adaptation to ensure the continued vitality of this cherished cultural heritage. Suggestions for the sustained safeguarding of the Poya Songbook include innovative educational initiatives that integrate its teachings into contemporary curricula, fostering a deeper understanding and appreciation of Zhuang cultural identity.

In this article, the authors focus on a one-week research project examining Frederick Douglass's civic actions to challenge racial discrimination African Americans faced before and after the U.S. Civil War. Our one-week research project was implemented at a free public charter school in amid-sized Southern city. Our project connects to the disciplinary literacy skills argued for in the indicators of the C3 Framework. The following research questions drove our study: (a) in what ways, if any, do students articulate the challenges African Americans faced in the slavery system?; (b) In what ways, if any, do students articulate the civic actions taken by Frederick Douglass to challenge racial discrimination in U.S. society? First, we define the concept of public issues and describe their importance in an abbreviated literature review. Next, our focus shifts to examining how disciplinary literacy skills advocated for in the C3 Framework helped to shape our project. Then, we briefly focus on the demographic information for the students that participated in our study along with giving the demographic information about the teacher that implemented this project. Next, methods utilized in our project will be given. Then, a description of the student data and analysis procedures is provided. Next, we talk about the findings from our study and give a discussion section to unpack our findings. Finally, we close the article with limitations from our study and recommendations for future research studies to build upon our project.

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: The paper shows the interpretive impact of different constructions of the point of view available to the reader/viewer in book and animated movie versions of a children's picture book, a novel for pre-adolescents/early teenagers, and a graphic novel for adolescents and adults. Design/Approach/Methods: Excerpts from book and animated movie versions of the same story are compared using multimodal analysis of interpersonal meaning to show how the reader/viewer is positioned in relation to the characters in each version, complemented by analyses of ideational meaning to show the effect of point of view on interpretive possibilities. Findings: Focusing mainly on multimodal construction of point of view, the analyses show how interpretive possibilities of ostensibly the same story are significantly reconfigured in animated adaptations compared with book versions even when the verbal narrative remains substantially unchanged. Originality/Value: The study shows that it is crucial to students' critical appreciation of, and their creative contribution to, their evolving digital literary culture that in this new era of educational technology, attention in literacy and literary education focuses on developing understandings of digital multimodal narrative art, and that animated movie adaptations are not presented pedagogically as isomorphic with, or simply adjunct to, corresponding book versions.

This comparative study looks into the image of the wolf in Genghis Aitmatov's "Plakha" and Jack London's "White Fang." For this purpose, first, the concept of the wolf in fiction is discussed, and the representation of wolves in these two texts is analyzed. This study explores the relationship between wolves and human beings as expressed in the texts in a way that helps understand the image of the wolf with specific cultural beliefs and practices that find aspirations in the text mentioned. The study concludes that Aitmatov associates Kazakh people with the wolf, unlike London's wolf, whose existence does not center around issues of freedom and independence.

According to the American Counseling Association and the Council for Accreditation of Counseling and Related Educational Programs, social justice advocacy is an ethical imperative for counselors and a training standard for counseling students. As a group of socially conscious mental health counseling students and faculty, we developed and facilitated a social justice advocacy group to learn about tangible ways to engage in social justice action. Using the S-Quad model developed by Toporek and Ahluwalia, we formed and facilitated a social justice advocacy group for our peers. This paper will serve as a reflection of our experiences engaging in the process.

Despite comics' popularity and cultural significance in Italy, its integration into Italian libraries has been slow, problematic, and uneven. This is reflected in the scarcity of academic research on the topic, which demands further in-depth exploration. In the context of Italian libraries, characterized by chronic underfunding and staffing shortages, comics might be perceived as a low priority. However, as essential cultural institutions, libraries must strive to reflect both the contemporary era and the evolving reading habits of their audience. Comics, in this regard, could prove to be -- and in part already are -- a critical resource, a 'booster' for libraries. This article aims to provide a broad and introductory framework for understanding the relationship between comics and libraries in Italy. It will specifically examine the challenges and opportunities associated with this incomplete integration, addressing specific issues such as cataloging, displaying, managing, and promoting comics collections. The first section will explore the historical context of the troubled relationship between Italian libraries and comics, in line with crucial international studies. Following this historical contextualization, the second part will examine the challenges faced by Italian librarians in creating and managing comics collections, including the enduring perception of comics as a medium primarily for children. The research employs a multifaceted approach, combining bibliographic analysis, an anonymous survey, and data from a conference co-organized by the researcher. This research examines the Italian library system's fragmented approach to comics. It aims to understand librarians' perceptions of the medium and how they integrate comics into their collections. It offers insights to enhance the dynamic relationship between comics and libraries in an evolving society.

This study attempts to analyze the innovation of learning media in elementary schools during the COVID-19 pandemic. This library and field research has the data collected from Google Scholar database concerning scientific articles about innovative learning media in elementary schools during the pandemic. The data were collected using the keyword "Innovation of SD learning media". They were taken from 359 data: 280 Indonesian version and 79 Inglish versio. The data were classified into Indonesian, Natural Science, Social Sciences, and Mathematics, Civics, and Thematic subjects.There are more technology-based media than non-technology-based media. The types of media used in this research are video media, games, books, PowerPoint, and concrete objects used in the six subjects focusing on research. Based on the frequency and quantity of instructional media, the researchers recommend that the Indonesian language subjects use books, videos, and concrete objects. In science subjects, video learning media, PowerPoint, and books are used. In social studies subjects, games, videos, and concrete objects are used. In the Mathematics subject, media games, videos, and concrete objects are used. In PKN (Civics) subjects, video learning media, ICT, and comics are used. In thematic learning, video learning media, games, and books are used.

This paper examines a literacy book study group as a potentially useful vehicle for the delivery of teacher professional learning in a primary setting. A small group of teachers, in conjunction with a university lecturer, participated in weekly workshop sessions centred around a chosen literacy-based text. The goal of this project was to provide practitioners with a safe space in which to examine, reaffirm and extend their current knowledge base and classroom practices with the intention of engaging with ideas that may be unfamiliar or potentially daunting. At the core of its design, was the desire to provide 'grassroots' professional learning opportunities which recognise and honour the participants' professional acumen and in turn, build their confidence. Data was gathered via the creation of voice files in response to a short post-project questionnaire. This was supplemented by the on-line discussion threads that took place during each weekly workshop session. Overall, the study was found to be affirming while also bringing a sense of welcome camaraderie from across various schools. Encouragingly, it was found that the ideas explored were authentically-applicable to the classroom without the weight of extraneous paperwork or arduous study commitments.

This study examines the experiences of 17 teacher candidates who participated in a literacy-focused service-learning initiative in the aftermath of destructive tornadoes in their community. In response to the natural disaster, the Literacy Ambassadors, composed of university literacy faculty and teacher candidates, sought to address the critical need for book access among area students impacted by the tornadoes. Over the course of 8 months, researchers collected initial questionnaires, participant reflections, meeting transcripts, and anecdotal notes as the group met to learn about book matching, text complexity, and to acquire, sort, and curate book bags for individual preK-12 students. Books were shared with community members on three occasions--two occurred 12 months after the tornadoes and served eight schools; another occurred 16 months after the event and served one school. Participants revealed themes of shifting identity, a developing understanding of the complexity of literacy, and the relational power of literacy--offering valuable insights into the impact of community engagement on teacher candidates in response to disaster. These findings support previous research that emphasizes the potential of service-learning as real-life experiences that address community needs while simultaneously enriching the professional growth of future educators.

Abstract The present study investigated children's understanding that an object's history may increase its significance, an appreciation that underpins the concept of "historical authenticity" (i.e., the idea that an item's history determines its true identity, beyond its functional or material qualities, leading people to value real items over copies or fakes). We examined the development of historical significance through the lens of parent-child conversations, and children's performance on an authenticity assessment. The final sample was American, 79.2% monoracial White, and mid-high socio-economic status (SES) and included 48 parent-child pairs: 24 with younger children (R = 3.5 to 4.5 years) and 24 with older children (R = 5.5 to 6.5 years). Parent-child pairs discussed three books we created, with three storylines: a museum (culturally authentic) storyline, a clean-up (personally authentic) storyline, and a control storyline. Across measures, conversations suggested that authenticity may begin as a "placeholder concept" that is initially rooted in a broad appreciation for the significance of old objects and only later filled in with specifics. This placeholder initially directs children's learning about authenticity by linking, in an unspecified way, the value and significance of objects to their past. For example, we found that young children appropriately appealed to history (vs. perceptual or functional features of objects) in contexts regarding authentic objects but struggled in determining which objects were more significant on the post-test assessment, suggesting that they attend to object history but are not yet sure how histories matter for making authenticity judgments. We also found some evidence that directing children's attention toward conceptual information related to object history may in turn direct them away from material or perceptual considerations, as seen in trade-offs in parents' and children's conversations. Together, this exploratory report offers many new avenues for work on the development of authenticity concepts in childhood.

We live in an age of artificial intelligence (AI). Open AI, an American artificial intelligence organization, claims that generative chatbots are here to stay. Although computer technology remains unevenly distributed, the presence of AI continues to be felt in many areas of daily life. Further, AI development happens in few countries whose cultural practices and beliefs tend to be embedded in AI output and functionality. Western and Global North perspectives tend to dominate conversations about AI. How might AI technology function equitably in an ethno-racially and linguistically diverse world? This paper explores intersections of technology, coloniality, and bias to contextualize the user-experience for individuals in groups characterized as high, medium, and low-resourced languages. For whom does AI function in our globalizing world? Engaging with this question through a languacultural (Agar, 1994) lens, I employ a language and culture perspective to guide inquiry into AI's output and impact, based on a children's storybook. Specifically, I deploy Kenyan, Indonesian, and Taiwanese languacultural perspectives of three participants in a culturally cognizant reading (Washington, 2023) of a product of chatbot-human composing, 'Alice and Sparkle', a children's book illustrated by MidJourney and co-authored by ChatGPT and Ammaar Reshi. Overall, through scrutiny of encoded cultural tropes and values inscribed within text and images, this paper proposes considerations for literacy pedagogy and research that stem from a pursuit of inclusive AI.

Objectives: More than 2.5 million middle and high school students in the United States reported current use of e-cigarettes in 2022. With continued curiosity and initiation of e-cigarette use among youth, it is critical to explore new and innovative ways to communicate about the dangers of e-cigarettes. The purpose of this study was to determine youth never-user and ever-user interpretations of a novel, educational comic book, 'The Villainous Vape'. Method: A 43-question survey was distributed to a convenience sample of middle and high school students across Kentucky. Results: Of the 76 respondents, 85.5% (n = 65) reported having never using e-cigarettes and 14.5% (n = 11) reported having tried e-cigarettes at least once in their lifetime. Never-users were more likely to say that the comic book would be an effective method of e-cigarette education for their peers, compared with ever-users. In addition, never-users were more likely to report that the comic book deterred them from using e-cigarettes. Conclusion: Further research is needed to determine how perceptions of story-based education through novel comics affect young people's health decisions regarding e-cigarette use.

The recent spike in book challenges has put school libraries at the center of heated political debates. I investigate the relationship between local politics and school library collections using data on books with controversial content from a sample of 6,631 public school libraries. Libraries in conservative areas have fewer titles with LGBTQ, race/racism, or abortion content and more Christian fiction and discontinued Dr. Seuss books. This is true even though most libraries have at least some controversial content. State laws that restrict curricular content are negatively related to access to some LGBTQ and race/racism titles. Finally, I present short-term evidence that book challenges in the 2021-22 school year are associated with decreases in the acquisition of new LGBTQ materials.

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.

The practice of reading aloud to children is ubiquitous in early childhood classrooms. Teachers read aloud to young children to entertain, to build early literacy skills, to develop domain specific content knowledge and vocabulary, to promote social and emotional development and well-being, and to draw children into community with each other and the world. The types of texts teachers decide to immerse children in matters: children need opportunities to examine fiction and nonfiction texts, to learn from and about history, to wonder about phenomena in their natural, physical, and social worlds. This study explores the range of titles that 445 early childhood teachers reported reading with their students at a single timepoint. It describes the variety of fiction and nonfiction texts teachers reported reading and surfaces rich culturally relevant literature selections use with young children.

This study investigates the representation of diversity in STEM picture books for the primary grades. Research suggests that the inclusion or exclusion of various identities contributes to how children view their potential and sense of belonging, which can shape their STEM identity. Children often view books with the lens of understanding what role they can and cannot inhabit based on the characters they see represented within the pages of a book. Results indicated that primary STEM books had an absence of cultural specificity across all categories examined, showing relative invisibility for many groups of individuals. The authors conclude that there needs to be more intentionality related to culturally responsive pedagogy, pairing books with additional research that diversifies the curriculum and stimulates STEM dispositions in students, building bridges between cultures, teaching, and learning.

This study explored the impact of interactive e-books on the viewing behaviors of children in science demonstrations at museums. To conduct this study, an interactive e-book on a pendulum experiment was developed and integrated into a physical science demonstration at a museum. Two scientific demonstrations were conducted in this study. The first demonstration was conducted using the conventional science demonstration method, without integrating the interactive e-book into the demonstration. The second was a science demonstration with an integrated interactive e-book. The study analyzed and compared the children's learning motivation, viewing behaviors, and knowledge gained in both demonstrations. The results showed that the different science demonstrations did not significantly affect the children's current knowledge gain or learning motivation. However, the sequence analysis revealed that in the conventional science demonstration without the interactive e-book, children were more engaged in observing the science demonstration, experiment, and instrument operation and interacting with neighboring viewers. In contrast, in the science demonstration with the integration of the interactive e-book, children had more physical involvement, including pointing at the answers in the e-book, swinging their arms with the pendulum animation, and nodding when confused about the expected results. In addition, the children who joined the demonstration with the interactive e-book made more attempts to learn about procedural knowledge. These results demonstrated that both learning modes have similar learning effects on children, indicating the feasibility of the two learning modes. Furthermore, the results revealed that children's needs might differ when engaged in different modes of science demonstrations; for example, conventional modes need more support from companions, whereas e-book modes need more children's physical participation.

This study examines the experiences of 10 neurodiverse students in Amsterdam, Netherlands, who all participated within in-class youth-led book clubs that centered science fiction. Over a 6-month period, the researcher conducted pre- and post-interviews and analyzed these along with transcription data from 24 book club sessions. Findings reveal that book clubs, using culturally sustaining science fiction and healing-centered facilitative practices, provide opportunities to address students' academic and emotional literacies as well as their sense of agency.

Children's books play a central role in today's classrooms. Educators can use children's literature to promote children's social and cultural understandings and critical thinking skills. This is particularly important when extending children's knowledge and understandings of themselves, their identity and those who may differ culturally, socially or historically, thus supporting diversity and inclusion. Further, when diversity is considered, valued, and supported through Culturally Responsive Pedagogy (CRP), outcomes for children from underrepresented backgrounds improve. This paper reports on a study conducted in four early learning settings in Western Australia investigating educators' practices when sharing diverse literature with young children. This study found in the majority of book sharing in these centres the cultures, backgrounds, life experiences and funds of knowledge of children from underrepresented backgrounds were invisible. Further, educators' practices were bereft of CRP and likely to demean and confuse those from underrepresented backgrounds and increase all children's misconceptions of others.

Background: As a group, autistic children with high support needs (with adaptive functioning in the range of an intellectual disability) are at risk of significant literacy difficulties. We investigated the parent-reported home literacy environment of this group of children. Method: Sixty-two parents of autistic children (4.5 to 18.25 years) attending an autism-specific school completed a home literacy survey reporting on their child's: (1) alphabet knowledge, (2) interest in reading, (3) activities/interactions around books, (4) reading ability, and (5) writing ability. Results: We found significant positive correlations between parent-reported child interest in reading and literacy-related interactions and skills, but not with child age. Children using spoken words to communicate obtained significantly greater scores on four home-literacy subscales, but not on reading interest. Conclusions: A better understanding of the home literacy activities of autistic children with high-support needs is needed to inform educational practices aimed at promoting literacy development in this vulnerable population.

Background: "Screen inferiority" refers to a well-established phenomenon observed among adults and teenagers, wherein they demonstrate higher reading comprehension when reading from paper compared to screens. However, there is limited research focusing on readers in the initial stages of reading development. The current study aims to investigate reading comprehension in both screen and paper settings, as well as modality preferences, among young typical and struggling readers in the second and third grades. Methods: The study included 342 second graders and 284 third-grade Hebrew readers. Their reading comprehension performance in both modalities and their preferences for a particular modality were assessed. Results: The results suggested no differences in reading comprehension between the two modalities in the second and third grades. The only group that showed numerically higher performance on paper over computer was struggling readers in the second grade. The numeric proportion of modality preferences was higher on the computer rather than on paper. Conclusions: The current study did not find an effect of modality on reading comprehension in the second and third grades. We did find that children in these grades prefer to read on screens. It is essential to examine the specific characteristics of the digital task to determine when it benefits young readers and when it may be detrimental to them.

Background: Shared reading is an important opportunity for parents and children to connect and learn, which can support later independent reading skills. Much of the research to date has examined shared reading as parents read physical print books with their children. This research has demonstrated that parents tend to engage in more activities that emphasise the meaning of the stories over the code (i.e., print). Here, we examine the focus of shared reading when parents are reading with their children on paper versus on a digital device and whether this differs across the preschool years. Methods: A total of 253 parents of children aged 0-5 years completed an online self-report questionnaire. Parents reported on the frequency of engaging in meaning- versus code-related activities during shared book reading on paper and on screen with their youngest child. We conducted a linear regression analysis contrasting code- versus meaning-related activities on paper versus screen modality with age as a continuous variable. Results: Key to our objectives, parents reported engaging in meaning-related activities more frequently during shared reading on paper versus on screens and in code-related activities more frequently during shared reading on screens than on paper. These effects did not differ across age, although overall, parents reported engaging slightly more frequently in shared reading activities in general when their child was older. Conclusions: The findings show that parents are engaging with their children differently as they read together on paper versus screens. Consistent with prior research, we found that activities emphasising the meaning of stories dominate shared paper book reading experiences in the preschool years. Critically shared reading on screens tips this balance, with parents reporting more code-related activities. These patterns identify the learning opportunities enabled by the affordances of shared reading on screens.

This U.S. study evaluated the effects of a reading intervention for emergent bilingual students with significant reading difficulties in Grades 6 and 7 within a multisite randomized controlled trial. Emergent bilinguals were randomized to a researcher-provided intervention (n = 171) or business-as-usual comparison condition (n = 169). Results on a measure of word reading indicated significant differences favoring treatment after Year 1; however, there were no significant differences between groups on standardized measures of reading comprehension. Initial English vocabulary knowledge moderated reading comprehension scores at the beginning of the second year of intervention, indicating that students' response to instruction varied as a function of their initial English language proficiency. The discussion focuses on interpreting these findings with an emphasis on improving the effectiveness of interventions for secondary grade emergent bilinguals with significant reading difficulties.

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.

Background: Evidence supports the effectiveness of shared book reading for promoting language and literacy development, but it is known that families experiencing vulnerability may have reduced access to books and are less likely to share books regularly at home. Community hubs often provide support to families experiencing vulnerability and may provide an opportunity to create environments that support families to engage in shared book reading, especially if families are invited into the creation of these environments through co-design. However, there is currently little evidence regarding the impact of co-designing shared book reading environments with families in community settings. Aims: The current study is part of a broader project which used co-design to develop a shared book reading environment in collaboration with stakeholders in a community hub. This small-scale study aimed to provide a preliminary evaluation of the impact of this co-designed shared book reading environment at the community hub on (1) the frequency of shared book reading at the hub; (2) participants' confidence and enjoyment of reading with children at the hub; and (3) participants' experiences of shared book reading at the hub. Method & Procedures: The co-design project was carried out in four phases with families, staff and community partners at the community hub. A convergent mixed-methods approach was used to collect and analyse quantitative and qualitative data in the first and last phase of the project to evaluate project outcomes. Quantitative data (environmental observations of reading at the hub and participant ratings of confidence and enjoyment of reading with children at the hub) were analysed using descriptive statistics and nonparametric statistical tests. Qualitative data (participants' responses regarding their experiences of changes implemented in the community hub) were analysed using inductive content analysis. Outcome & Results: An increased frequency of shared book reading was observed within the community hub after changes were implemented, and positive changes in enjoyment of book reading were recorded. Qualitative responses from participants following conclusion of the project were organised into three main categories, which showed that (1) children and families were reading more and enjoying reading activities that were happening; (2) children and families were borrowing more books; and (3) families had changed the way they were reading at home with their children. Conclusions & Implications: A co-designed shared book reading environment within a community hub had a positive impact on shared book reading experiences for families in areas with high levels of vulnerability.

Background: Pedagogical approaches that support young people's well-being and maximize their potential are among the "Journal of School Health" research priorities. A unique form of observational learning called biblioguidance could be a pedagogical approach. Methods: We, a team of researchers and teachers, implemented biblioguidance book clubs with 10th-grade health education students. While the initial focus was health literacy skills, we also aimed to generate psychosocial benefits. Those benefits are the focus of the current descriptive phenomenological research. A final book club reflection captured the benefits students received and documented their transformation. We randomly selected 42 reflections from the sample pool (n = 168) and coded them via descriptive document analysis. Results: The results indicate that the book clubs provided psychosocial benefits. Students identified with the stories and characters, gained insight into others' perspectives, lived experiences, and "ways of the world," and were, in many ways, transformed. Some students even experienced catharsis, citing hope, validation, and feeling less alone. Implications for School Health Policy, Practice, and Equity: Biblioguidance book clubs could offer an innovative pedagogical approach to advance students' psychosocial well-being and engage them as active participants in their own learning and health.

To increase student interest and engagement in introductory chemistry courses for non-science majors, we incorporated a children's book project based on the chemistry discussed in class. Students were given agency in topic, target age range, and book format to encourage creativity, to integrate student interest and major, and to challenge communication skills. Postactivity surveys provide positive student impressions of the project. Recommendations for implementation are included.

This article examines how Florida Governor Ron DeSantis' remarks contribute to anti-intellectualism and fuel the pushback against critical race theory (CRT) championed by like-minded conservative Republicans who view its instruction as an affront to society and authentic historical narratives. Dismissing educators and scholars who uphold the teaching of CRT as unpatriotic and denigrating to American society, DeSantis, who has presidential aspirations, has effectively used the issue (along with a number of other matters) to solidify his conservative base fearful of social and hegemonic change. Although CRT is not taught in Florida public schools, similar to other conservative-dominated states which have seized on the teaching of CRT as anathema to their civic principles, DeSantis' thinly veiled attempt to appease right-wing voters is yet another example of Republicans stoking cultural wars designed to energize conservative constituents against what many of them perceive as liberal attacks on their beliefs and values.

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.

Beginning 60 years ago, Thomas Kuhn has had a significant impact across the academy and on culture more widely. And he had a great impact on science education research, theorising, and pedagogy. For the majority of educators, the second edition (1970) of his "Structure of Scientific Revolutions" (Kuhn, 1970a) articulated the very nature of the science, the discipline they were teaching. More particularly, Kuhn's book directly influenced four burgeoning research fields in science education: Children's Conceptual Change, Constructivism, Science-Technology-Society studies, and Cultural Studies of Science Education. This paper looks back to the Kuhnian years in science education and to the long shadow they cast. The discipline of science education needs to learn from its past so that comparable mistakes might be averted in the future. Kuhn's influence was good and bad. Good, that he brought HPS to so many; bad, that, on key points, his account of science was flawed. This paper will document the book's two fundamental errors: namely, its Kantian-influenced ontological idealism and its claims of incommensurability between competing paradigms. Both had significant flow-on effects. Although the book had many positive features, this paper will document how most of these ideas and insights were well established in HPS literature at the time of its 1962 publication. Kuhn was not trained in philosophy, he was not part of the HPS tradition, and to the detriment of all, he did not engage with it. This matters, because before publication he could have abandoned, modified, or refined much of his 'revolutionary' text. Something that he subsequently did, but this amounted to closing the gate after the horse had bolted. In particular, the education horse had well and truly bolted. While educators were rushing to adopt Kuhn, many philosophers, historians, and sociologists were rejecting him. Kuhn did modify and 'walk back' many of the head-turning, but erroneous, claims of Structure. But his retreat went largely unnoticed in education, and so the original, deeply flawed Structure affected the four above-mentioned central research fields. The most important lesson to be learnt from science education's uncritical embrace of Kuhn and Kuhnianism is that the problems arose not from personal inadequacies; individuals are not to blame. There was a systematic, disciplinary deficiency. This needs to be addressed by raising the level of philosophical competence in the discipline, beginning with the inclusion of HPS in teacher education and graduate programmes.

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.

Microlearning, as an informal learning approach, has gained increasing popularity in both the training industry and professional studies disciplines over the last several years. However, despite the rising interest in microlearning, how to design microlearning activities and what microcontent is reasonable for microlearning activities have rarely been addressed. In this study, we designed a 6-week micro-reading activity. During the process, 30 students majoring in Education Technology participated in the activity. They were randomly divided into an electronic book reading (e-reading) group and a paper book reading (p-reading) group, and were required to read the same book within 6 weeks. Formative and summative evaluations were performed to assess the effectiveness of the micro-reading activity. Descriptive statistics and bar and line chart were applied to reflect the results of formative evaluation; One-way ANOVA analysis was used to process the data of summative evaluations. Students' average reading time, reading pace, and weekly reading notes were recorded and analyzed as the formative evaluation. The results indicated that all students achieved the reading objective, and they kept relatively high engagement in the micro-reading activity. According to the results of the summative evaluation, both groups of students' average scores were relatively high. However, compared to the p-reading group, the average score of the e-reading group was higher, and some significant differences were also found in the average scores of the two groups. Therefore, the 6-week micro-reading activity was beneficial for students' reading effectiveness, and the e-reading type was more effective for promoting students' reading effectiveness. In the future, it would be worthwhile for designers to consider how to design the duration of activities in a reasonable way and to compare how new electronic reading platforms compare with traditional print sources.

After learning that her LGBTQ+ students didn't feel accepted by their peers or their teachers, the author and her students came together to brainstorm ways to educate their peers and teachers and increase LGBTQ+ visibility. In this article, the author describes her role as a high school librarian in founding the "Rainbow Conference" to create a more safe and inclusive school through educating students, staff, and families on LGBTQ+ topics; establishing a school literary magazine named "Rainbow Vision"; and forming "Reading the Rainbow," a virtual book club where registrants can receive a free book and converse with the author.

As a recipient of an ALA Libraries Transforming Communities: Focus on Small and Rural Communities grant, the author's school was fortunate to receive funds to purchase books for a special program. With a librarian partner the author ran "Book Bites" during lunchtime. The aim of this program was to provide a platform for students to engage in meaningful conversations about the impact of the COVID-19 pandemic on their lives and relationships, as well as to explore themes of compassionate empathy. By focusing on themes of compassionate empathy, the program was able to create a sense of belonging and solidarity, helping to heal some of the wounds inflicted by the pandemic.