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Metalinguistic Awareness is the ability to consciously reflect on and manipulate language, from the level of the phoneme, to words, to whole phrases. Research has shown that engaging in metalinguistic activities can have a positive impact on reading. This article details some of the component skills of metalinguistic awareness (in this case, primarily phonology, morphology, and semantics) and explores how word puzzles can be employed as a means of authentic practice for elementary age students. The authors describe how to analyze games and puzzles for the component language skills practiced, and also how to get started implementing them in the classroom. Strategies are discussed in how to modify and use these games in support of an existing curriculum. [ABSTRACT FROM AUTHOR]

The article focuses on addressing the challenges faced by intermediate students struggling with word recognition in grade-level texts. Topics include strategies for when and how to mediate word recognition in these texts, methods for differentiating texts to ensure adequate time-in-text, and approaches to closing decoding gaps.

Artificial intelligence is the simulation or development of reasoning and other human‐like cognitive abilities by computers. Currently, there is limited exploration of applications of artificial intelligence tools for teaching reading to children in the early childhood and elementary grades, including how artificial intelligence might be used to personalize reading materials for children. This article draws on teachers' experiences with artificial intelligence tools to provide tips on how to use artificial intelligence to create differentiated reading materials for children. [ABSTRACT FROM AUTHOR]

In theory, teacher knowledge predicts instructional practice, thus impacting student outcomes. When it comes to knowledge to teach elementary-grade reading, most previous surveys have focused on knowledge essential for word reading development; few surveys have provided a picture of educator knowledge to teach both word reading and language comprehension. This article describes the development and validation of the Teacher Understanding of Literacy Constructs and Evidence-Based Instructional Practices (TULIP) survey, which assesses teacher knowledge in the domains of (a) phonological awareness, (b) phonics, decoding, and encoding, (c) reading fluency, (d) oral language, and (e) reading comprehension. The TULIP survey was created using an iterative development process involving a systematic review of research, expert review of items, field testing, and a pilot study. A validation study of the resulting TULIP survey was conducted with a sample of 313 in-service elementary-grade teachers of reading. Confirmatory factor analyses revealed that both one-factor and five-factor models of the survey had acceptable fit. The overall TULIP scale had good reliability, and subscales representing knowledge within specific literacy domains had acceptable reliability (with the oral language subscale having lower reliability than the other four subscales). Knowledge overall and within each literacy domain was significantly related to education level, such that teachers with more education had higher scores. [ABSTRACT FROM AUTHOR]

Reading comprehension is among the most challenging and complex skills to teach and research. Doing both well is critical to improving the reading comprehension proficiency of 67% of grade 4 students in U.S. public schools who scored below basic on the 2022 National Assessment of Educational Progress. This Chapter presents Knowledge Acquisition and Transformation (KAT) as a model of an evidence-based technology reading comprehension intervention. With a decade-long history of intervention design, development, and evaluation, KAT has caused positive, meaningful, and statistically significant effects on upper elementary students' reading comprehension. KAT developers accomplished this by integrating theory, practice, technology, and evidence while progressing through iterative cycles of intervention development and evaluation. [ABSTRACT FROM AUTHOR]

Students with or at-risk of emotional/behavioral disorders (EBD) often have reading difficulties and/or undiagnosed learning disabilities (LD). Reading challenges among this group of children and youth often exacerbate associated emotional and/or behavioral problems. This systematic review and quantitative synthesis yielded seven studies focused on improving the reading outcomes of students with or at-risk of EBD at the elementary school level. Summarized are participant and reading intervention characteristics across the seven studies. Effect sizes were calculated for each study, and results are reported for both academic and behavioral outcome measures. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Scholars widely recognize parental involvement in education as a significant factor in children's academic success, particularly in the domain of reading. This systematic review aimed to examine the role of parental involvement in the implementation of reading programs and its effect on the reading achievement of elementary school learners. Through a comprehensive search of academic databases, relevant studies published in peer-reviewed journals between 2010 and 2023 were identified and analyzed. The review included various forms of parental involvement, such as participation in reading-related activities at home, communication between parents and teachers, and parental engagement in school-based reading initiatives. Findings indicated a positive association between parental involvement in reading programs and children's reading achievement. Specifically, active parental engagement, such as reading with children at home, providing a print-rich environment, and communicating regularly with teachers about their child's progress, was consistently linked with higher levels of reading proficiency among elementary school learners. Moreover, the review highlighted the importance of collaborative efforts between schools and families in designing and implementing reading programs. Programs that actively involved parents in decision-making processes, provided resources and support for parental involvement, and fostered positive relationships between parents and educators were more likely to yield significant improvements in students' reading outcomes. However, challenges related to parental involvement, such as socioeconomic disparities, language barriers, and varying levels of parental education, were also identified. Addressing these challenges required tailored strategies that recognized and accommodated the diverse needs and circumstances of families. In conclusion, this review underscored the crucial role of parental involvement in enhancing the effectiveness of reading programs and promoting reading achievement among elementary school learners. It provided insights for educators, policymakers, and practitioners to develop evidence-based strategies that fostered meaningful partnerships between schools and families to support children's literacy development. The researcher further recommended further research to explore the specific mechanisms through which parental involvement influences reading outcomes and to identify best practices for promoting sustained engagement among diverse populations. [ABSTRACT FROM AUTHOR]

Literacy skills are a manifestation of an individual's ability or quality of being literate, encompassing the ability to read and write, both physically, tactically, and technically, within a unit to carry out a mission or task. In this case, the mission is to enhance the reading interest of elementary school students in the Cilengkrang District, Bandung Regency. In line with Cope and Kalantzis (2000), multiliteracy pedagogy has evolved to encompass multilingual and multimodal dimensions of literacy[1]. This has implications for schools and communities that need to develop practices and skills in using various ways to express and comprehend ideas and information through conventional text forms as well as innovative text forms, symbols, and multimedia [2]. Literacy skills can be enhanced by adapting current learning media to be digitally based to attract the literacy interest of students. Through engaging learning media, the literacy movement can be successful. The method used is digitizing conventional learning media and introducing innovative new learning media to enhance reading interest in students. Based on these considerations, training on creating digital-based learning media is necessary as an innovative effort in preparing effective learning media with the goal of improving the literacy skills of elementary school students. The training, followed by mentoring, will be conducted over a three-month period, from February to April 2023, involving 36 teacher participants. The outcomes of this training and mentoring, students interest in elementary schools in Cilengkrang District has increased because learning media is no longer conventional and digital based. This increase was achieved after teachers attended training and were able to create and apply digital-based learning media in the classroom. [ABSTRACT FROM AUTHOR]

The present study examined the event-related potentials (ERPs) and reading-language skills of elementary school children with and without reading difficulties. Typically developing children showed an N400 effect characterized by significantly larger N400 amplitudes elicited by nonwords than real words. Their meaning processing shown by the N400 systematically differed by lexicality. On the other hand, the N400 effect was absent in children with reading difficultiesExploratory analyses were conducted with the N1 and Late Positive Component. Additionally, the relationships between ERPs and reading-language skills were examined; sight word efficiency and phonemic decoding efficiency accounted for significant variance in the N400 effect [ABSTRACT FROM AUTHOR]

This study examined how top‐down control influenced letter‐speech sound (L‐SS) learning, the initial phase of learning to read. In 2020, 107 Dutch children (53 boys, Mage = 106.845 months) learned eight L‐SS correspondences, either preceded by goal‐directed or implicit instructions. Symbol knowledge and artificial word‐reading ability were assessed immediately after learning and on the subsequent day to examine the effect of sleep. Goal‐directed children were faster and more efficient in learning a new script and had better learning outcomes compared to children who were not instructed about the goal of the task. This study demonstrates that directing children toward the goal can promote L‐SS learning and consolidation, giving insights into how top‐down control influences the initial phase of reading acquisition. [ABSTRACT FROM AUTHOR]

This study aimed to determine the dimensionality of morphological knowledge by examining different sources of variance. According to the Morphological Pathways Framework (Levesque et al., Journal of Research in Reading, 44, 10–26, 2021), morphological awareness, morphological analysis and morphological decoding are related, but distinct dimensions of morphological knowledge. However, multidimensionality might also stem from construct‐irrelevant variance due to methodological artifacts. We assessed 612 Norwegian third graders on five measures of morphological knowledge and one measure of general vocabulary. Fitting a series of confirmatory factor analysis (CFA) models, we evaluated the dimensionality of morphological knowledge both within and across the five tests. Furthermore, we fitted three structural equation models (SEMs) to explore how different conceptualizations affect the relationship between morphological knowledge and general vocabulary: a five‐factor model, a bifactor model, and a higher‐order model representing morphological awareness, morphological analysis and morphological decoding. CFAs supported a multidimensional view of morphological knowledge and highlighted the need to account for construct‐irrelevant variance. SEM analyses further illustrated that construct‐irrelevant variance introduces a confounding element to the relations between morphological knowledge and vocabulary in the test‐specific five‐factor model, as only the bifactor and higher‐order models separate between construct‐relevant variance and variance due to methodological artifacts. The bifactor model is useful for separating sources of variance, especially during test development. For research purposes, however, we recommend conceptualizing morphological knowledge in line with Levesque et al., Journal of Research in Reading, 44, 10–26, 2021, to increase knowledge of morphological dimensions and their relations to other areas of literacy. This study aimed to determine the dimensionality of morphological knowledge by examining different sources of variance. According to the Morphological Pathways Framework (Levesque et al., Journal of Research in Reading, 44, 10–26, 2021), morphological awareness, morphological analysis and morphological decoding are related, but distinct dimensions of morphological knowledge. However, multidimensionality might also stem from construct‐irrelevant variance due to methodological artifacts. [ABSTRACT FROM AUTHOR]

In the present study, we designed a dynamic measure to assess emerging morphological awareness in Chinese children and examined its concurrent and longitudinal relations with character recognition. The initial question of the dynamic assessment of morphological awareness (DAMA) task asked children to judge whether the first morphemes in a pair of words shared the same meaning. Subsequently, up to four prompts were provided for each word in the word pair to draw children's attention to the meaning of the target morpheme as well as the morphological structure of the word. The participants included 154 first‐grade Chinese children. In addition to the DAMA task, they received a battery of measures including nonverbal intelligence, rapid automatized naming, phonological awareness, vocabulary knowledge, and Chinese character reading. While all measures were administered at the beginning of grade 1, the character reading measure was administered again at the end of grade 1, and at the beginning and end of grade 2. The results showed that the prompts provided in the DAMA task increased children's ability to identify morpheme meanings in compound words by helping them separate morpheme meanings from word meanings. Furthermore, the DAMA task accounted for significant unique variance in character recognition concurrently at the beginning of grade 1 and longitudinally at all three other time points after controlling for static morphological awareness and other reading related variables. Our study suggests that dynamic assessment can be used to effectively assess morphological awareness and predict character reading abilities in young Chinese children. In the present study, we designed a dynamic measure to assess emerging morphological awareness in Chinese children and examined its concurrent and longitudinal relations with character recognition. The initial question of the dynamic assessment of morphological awareness (DAMA) task asked children to judge whether the first morphemes in a pair of words shared the same meaning. Subsequently, up to four prompts were provided for each word in the word pair to draw children's attention to the meaning of the target morpheme as well as the morphological structure of the word. [ABSTRACT FROM AUTHOR]

Prior research indicates that students enter school with high levels of reading motivation, but levels begin to decline as soon as second grade. However, most studies rely on predominately White samples. This exploratory study uses a large dataset to examine self-report reading motivation levels for students of varying racial/ethnic and immigrant backgrounds. Results show that self-report reading motivation levels are high for all students and decline from third to eighth grade. When data is disaggregated self-report reading motivation levels are higher among Black and Hispanic students than among Whites. Students from first and second generation immigrant backgrounds have similar levels of self-report reading motivation levels as their native counterparts. Two main policy implications emerge: (1) early reading interventions can potentially leverage the relatively high reading motivation levels reported by young children; and (2) stakeholders should be aware when implementing programs that students regardless of immigrant background and race/ethnicity have high levels of reading motivation. [ABSTRACT FROM AUTHOR]

The present multiprobe single-case design study investigated the impact of integrating evidence-based behavioral supports into a small-group reading intervention on student engagement and disruptive behavior for six upper elementary students with co-occurring reading difficulties and inattention. Visual analysis suggested a functional relation for all six students on engagement and five students on disruptive behavior. Furthermore, there was a statistically significant mean effect of the intervention on engagement (Tau-U = 0.76) and disruptive behavior (Tau-U = 0.81). At the student level, the intervention led to a statistically significant improvement in engagement and decline in disruptive behavior for three and five students, respectively. Study outcomes suggested that evidence-based behavior supports, integrated into an evidence-based commercially available reading curriculum during small-group instruction, are both feasible and can lead to improved student behavior. Limitations and implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Ensuring effective texts for student reading acquisition is a shared goal. This paper addresses the efficacy of decodable and leveled texts, their word features, and outcomes of reorganizing texts by vowel patterns and topics. Sparse evidence supports one text type's superiority in building a strong reading foundation. Further, the decoding demands of decodable and leveled texts diminish after initial instruction. Studies show reorganizing leveled texts according to a decoding curriculum aids reading acquisition. This finding is the basis for illustrating how existing texts can be reorganized to boost reading volume, apply decoding skills, and offer coherent topic exposure. [ABSTRACT FROM AUTHOR]

Many children with autism spectrum disorder (ASD) experience associated difficulties in reading comprehension. This may be due to the social nature of fictional texts, which require the reader to interpret what characters are thinking and feeling and to make inferences about the cause and effect between events in a story. This paper outlines strategies that teachers can use to assist their learners with ASD in reading comprehension, including activating social background knowledge, encouraging series and familiar genres, identifying and teaching figurative language, and using graphic organizers to support perspective-taking. These strategies are tailored to the social phenotype of children with ASD to best address the underlying difficulties that may be impeding their reading comprehension. [ABSTRACT FROM AUTHOR]

This study investigates the cross‐linguistic transfer of literacy skills in Spanish–English, Chinese–English bilingual, and English monolingual children (N = 283, 5–10 years). Research question 1 examines English literacy and asks how phonological and morpho‐semantic skills contribute to word reading as a function of children's language background. Structural equation modeling revealed contrasting bilingual effects: compared to English monolinguals, Spanish–English bilinguals relied more on phonological awareness in word reading, whereas Chinese–English bilinguals relied more on lexical knowledge. Research question 2 examines relations between bilinguals' heritage language proficiency and English literacy. Results revealed direct and indirect effects of heritage language meta‐linguistic skills on English word reading. The study yields implications for reading theories and instructional practices in optimizing literacy in linguistically diverse children. [ABSTRACT FROM AUTHOR]

Research syntheses have demonstrated that morphological instruction can improve the literacy skills of poor readers and spellers. However, studies have used a wide variety of training methods. Questions remain about what type of morphological instruction is most effective and under which circumstances. In this study, we conducted a randomized controlled trial evaluating the effectiveness of Structured Word Inquiry for poor readers and spellers. Structured Word Inquiry teaches students the logic of the English spelling system via instruction in morphology and etymology. Students in grades 3 and 5 with poor reading and spelling skills were randomly assigned to receive either Structured Word Inquiry instruction or a comparison instruction method involving robust vocabulary instruction and reciprocal teaching. Instruction was delivered by teaching assistants over the course of a full school year. After training, there were few differences between the groups in terms of literacy or vocabulary skills. However, teaching assistants found Structured Word Inquiry instruction challenging to deliver, which is likely to have impacted the results. Our findings have implications for the nature and content of morphological instruction for poor readers and spellers, and for future attempts to scale up the delivery of morphological interventions. [ABSTRACT FROM AUTHOR]

In this article, we review research on the outcomes of diverse reading programs on the achievement of struggling readers in elementary schools. Sixty‐five studies of 51 different programs met rigorous standards. Eighty‐three percent were randomized experiments and 17% quasi‐experiments. Outcomes were positive for one‐to‐one tutoring and were positive but not as large for one‐to‐small group tutoring. There were no differences in outcomes between teachers and teaching assistants as tutors. Whole‐class approaches (mostly cooperative learning) and whole‐class/whole‐school approaches incorporating tutoring for struggling readers obtained outcomes for struggling readers as large as those found for all forms of tutoring, on average, and benefited many more students. Technology‐supported adaptive instruction did not have statistically significant positive outcomes for struggling readers, however. In agreement with findings of previous reviews, in this synthesis, we found that substantial impacts can be obtained for struggling readers, with interventions aligned within a Response to Intervention network. [ABSTRACT FROM AUTHOR]

The article discusses the use of Amira, an artificial intelligence (AI)-powered assessment and instructional program, to assess and facilitate the progress of language and literacy development in children in a second-grade bilingual classroom at a culturally diverse public school district in New Jersey. It describes the benefits of Amira in assisting students learn how to read and personalizing learning. It also explains the use of the AI tool in screening for dyslexia.

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Research in Reading & Writing Instruction is the property of Research in Reading & Writing Instruction and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Equipping elementary (i.e., grades K–5) teachers with adequate content and pedagogical knowledge to promote effective reading instruction based on the science of reading is a crucial piece of the reading education puzzle. We reviewed 20 empirical studies to examine the impact of teacher preparation and training programs on elementary teachers' knowledge of the science of reading, focusing on the foundational pillars of reading instruction, namely, phonological and phonemic awareness, phonics, and morphological awareness, as well as student outcomes in reading. We also identified program characteristics that promoted positive growth in teacher knowledge. Generally, findings support the effectiveness of training and preparation programs in increasing elementary teachers' knowledge of foundational constructs. Training in which teachers have the opportunity to apply their learned knowledge and skills under expert guidance produced the largest growth in teacher knowledge. Implications of findings are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the effects of 42 hr of reading instruction during summer on (a) reading performance of rising second and third graders (n = 39), who were from low-income families and who read below grade level, and (b) the fall reading outcomes between this group and their nonparticipating peers. The intervention was based on evidence-based practices and included instruction on foundational skills, sentence writing, and shared reading. Classroom teachers were trained as interventionists and provided instruction in small (2:1) groups while older adult volunteers facilitated shared reading one on one. Results indicated statistically significant growth on oral reading fluency (ORF) (d =.89 to d = 1.16) during summer for the intervention group, and significantly higher ORF (g =.34) or accuracy (g =.27) compared to peers. There was no evidence of summer learning loss on tests of phonemic awareness, decoding, word reading fluency, reading comprehension, spelling, or writing for intervention participants. Results underscore the role of summer learning programs in mitigating learning loss for students who read below grade level and are from low-income families. [ABSTRACT FROM AUTHOR]

This study determines and corrects reading mistakes made during oral reading by a fourth grader with reading difficulty, and examines the effects of learning styles in reading comprehension development. Designed with the action research method, the study was conducted with a student from a state primary school in one of the city of Black Sea region selected in line with the purpose of the study. In the determination of the student participating in the research, "critical situation sampling'' method which is one of the purposeful sampling methods, was used. Even though the student had no mental, auditory or visual insufficiency, her reading comprehension success is under peer averages, experienced a lot of difficulty and made many mistakes during oral reading. The study conducted with this student experiencing reading difficulty lasted 49 hours over twelve weeks. According to the Marmara Learning Styles Scale, the student's dominant learning preference is ''tactile learning style". Therefore, the student's sense of touch was engaged with word box strategy, sandpit activity and the method of dictation. In order to improve his reading comprehension skill, the story mapping method was used. As a result of the 49-hour practice, the grade 2 word recognition and reading comprehension level rose from the "Frustration Level'' to grade 4 word recognition and reading comprehension level known as the ''Independent Level''. The story mapping method is rather successful in developing the reading comprehension success of students with reading difficulty. The results of the study revealed that reading difficulty can be eliminated with reading practice based on learning styles. [ABSTRACT FROM AUTHOR]

Separating students into homogeneous groups is a common instructional practice used by elementary teachers during reading instruction. Although researchers have been studying the effects of homogeneous grouping for many decades, there is little consensus on whether grouping is an effective or equitable instructional practice. The central challenge in estimating the effects of grouping is determining an appropriate comparison case for homogeneously grouped students. Using data from the 2010 cohort of the Early Childhood Longitudinal Study, this study uses student fixed effects to compare the reading growth of students who have different grouping experiences during reading instruction over their first 3 years of schooling. This study finds that, on average, homogeneously grouped students have slightly higher reading growth than students who are not grouped but also finds that this association between homogeneous grouping and reading growth depends on students' reading group placement and initial reading skills. [ABSTRACT FROM AUTHOR]

Reading comprehension assessments often include multiple-choice (MC) questions, but some researchers doubt their validity in measuring comprehension. Consequently, new assessments may include more short-answer (SA) questions. The current study contributes to the research comparing MC and SA questions by evaluating the effects of anticipated question format on elementary students' reading behavior. Third- and fourth-grade participants were divided into the MC (n = 43) or SA condition (n = 44) and expected to answer questions consistent with their group assignment. Eye movements (EMs) were analyzed across the passage and on areas significant to its meaning. Correlational analyses between EMs and reading measures were conducted. Findings support modification of question format in reading assessments. Implications for school psychologists, teachers, and EM researchers are addressed. [ABSTRACT FROM AUTHOR]

Elementary school students in the Siosar shelter area experienced trauma and lagging behind learning, especially reading as effect of the Mount Sinabung disaster which often erupts. This action research is to improve the quality of reading learning for elementary school students affected by the Mount Sinabung disaster in the Siosar shelter area, Indonesia. Reading problems experienced by students include difficulty recognizing letters, spelling stammering, difficulty reading words, not paying attention to punctuation, not understanding the content of reading, and low motivation to learn. The action taken to solve the problem is to utilize a literacy workshop assisted by audio-visual media. This research method is an action study that refers to Mcniff's theory, which is carried out two cycles with two meetings each. Data collection techniques are carried out by tests, observations, analysis of documents and interviews. Data analysis techniques are carried out quantitatively & qualitatively. The results of this study showed that the quality and process of reading results improved before and after the action (the average initial condition of 52.23 increased to 81.06). The findings were reinforced by t-test results that showed there were significant differences in reading competence in pre-action and in the results of second cycle actions. It is recommended that special actions be taken in learning for students in disaster areas by utilizing various media, both through group and individual activities to be motivated in learning and traumatic reduction. [ABSTRACT FROM AUTHOR]

Determining the reading proficiency of elementary students is important in the prevailing educational climate of accountability in the United States. Collecting information about reading proficiency can be accomplished using a range of assessment approaches. This article examines the extent to which reading proficiency can be determined across two types of measures—curriculum-based measurement (CBM) and teacher judgment. Using a representative statewide sample of 980 students in kindergarten through sixth grade and their 51 homeroom teachers, concurrent data were collected on Iowa Assessments–Reading, Dynamic Indicators for Basic Early Literacy Skills Next CBMs, and teacher judgments of reading proficiency. Results showed that teachers rated students as proficient readers with high levels of accuracy and Dynamic Indicators for Basic Early Literacy Skills Next CBMs were relatively more accurate for identifying students at risk for reading problems. Recommendations presented here support using teacher and direct assessments for data-based decision making and instructional planning. [ABSTRACT FROM AUTHOR]

Reading competency and information literacy are used greatly in our daily life. They enable students to extend what they learn from the class and expand their knowledge field. It shows the importance of reading competency and information literacy. In the recent decade, our elementary schools have started to focus on teaching reading and information literacy. However, the surveys on reading and information literacy of the elementary and junior high school conducted in the past often based on a certain area, or only the schools with teacher librarians. There is a lack of national census so that the current development of the reading competence and information literacy in elementary and junior high school is not clear. This study applied the questionnaires that designed by the researcher and the teacher librarian group as research tools. The questionnaire is about the reading instruction and information literacy integrated into the teaching in elementary and junior high schools. The questionnaires were distributed to all the 2,633 elementary schools and 733 junior high schools. The collected responses were 1,593 (60.50%) from elementary schools and 531 (72.44%) from junior high schools. The valid responses are 1,540 (96.67%) from elementary schools and 526 (99.06%) from junior high schools. The collected data were analyzed with frequency distribution and percentage. The results show the current status of the reading instruction and information literacy integrated with teaching. It could be provided as the reference for the government, teachers' professional development, curriculum planning and as the base for the further research in the future. [ABSTRACT FROM AUTHOR]