Search Results (116)

This study investigates the impact of family engagement on student reading achievement in the United Arab Emirates (UAE) using counterfactual explainable artificial intelligence (CXAI) analysis. Drawing data from 24,600 students in the UAE PISA dataset, the analysis employed Gradient Boosting, SHAP (SHapley Additive exPlanations), and counterfactual simulations to model and interpret the influence of ten parental involvement variables. The results identified time spent talking with parents, frequency of family meals, and encouragement to achieve good marks as the strongest predictors of reading performance. Counterfactual analysis revealed that increasing the time spent talking with parents and frequency of family meals from their minimum (1) to maximum (5) levels, while holding other variables constant at their medians, could increase the predicted reading score from the baseline of 358.93 to as high as 448.68, marking an improvement of nearly 90 points. These findings emphasize the educational value of culturally compatible parental behaviors. The study also contributes to methodological advancement by integrating interpretable machine learning with prescriptive insights, demonstrating the potential of XAI for educational policy and intervention design. Implications for educators, policymakers, and families highlight the importance of promoting high-impact family practices to support literacy development. The approach offers a replicable model for leveraging AI to understand and enhance student learning outcomes across diverse contexts. Full article

Scientific culture in pedagogical work involves the integration of scientific principles, values, and practices into education to promote critical thinking, evidence-based reasoning, and curiosity. It fosters an environment where students develop as independent learners, problem-solvers, and informed citizens. Teachers play a key role in cultivating this culture, acting as facilitators and guides who equip students with the tools to think critically and engage with the world scientifically. While often associated with STEM disciplines, scientific literacy extends beyond these areas, emphasizing the integration of scientifically grounded knowledge into all subject areas. To achieve this, teachers must continually enhance their own understanding and skills in scientific thinking. Staying updated with the latest scientific discoveries, critically evaluating information, and applying innovative pedagogical methods are essential. Professional development can provide a vital avenue for teachers to acquire these competencies. Approaches such as reading scientific literature, collaborating with colleagues, and attending specialized training programs can improve teaching strategies and promote scientific thinking in the classroom. This study investigated professional development programs provided for in-service teachers to understand how they contribute to fostering a scientific culture. The researchers collected data from municipalities in Latvia and online resources to summarize the information on the professional development programs provided to in-service teachers. This study examined how elements of scientific culture are reflected in teacher professional development programs in Latvia, using Merton’s CUDOS norms as an analytical framework. The acronym CUDOS refers to four foundational principles of scientific ethos: communalism, universalism, disinterestedness, and organized skepticism. These norms guided the evaluation of whether and how scientific inquiry values are embedded in the design and delivery of training programs for in-service teachers. Using quantitative and qualitative methods for data analysis, it was found that in-service teacher training in Latvia is highly eclectic and often lacks alignment with scientifically grounded principles. There are a lot of programs provided to develop transversal competencies, but very few subject-specific programs are available. The findings highlight the need for more structured and cohesive professional development programs to support in-service teachers in developing competence in cultivating scientific inquiry, nurturing curiosity, and empowering students to navigate an increasingly complex and technology-driven society. These insights offer practical implications for education policymakers and program designers aiming to enhance the scientific orientation of teacher training. By identifying specific gaps in content and alignment with scientific culture, this study provides an original contribution to the discourse on evidence-informed teacher development and supports a more conceptually grounded and equitable approach to lifelong professional learning in Latvia. Full article

This paper proposes the Digital Metacognitive Question–Answer Relationship (dmQAR) Framework, an adaptation of traditional QAR models for the complexities of digital reading environments. In response to the nonlinear, multimodal, and algorithmically curated nature of online texts, the dmQAR Framework scaffolds purposeful metacognitive questioning to support comprehension, evaluation, and critical engagement. Drawing on research in metacognition, critical literacy, and digital reading, the framework reinterprets “Right There,” “Think and Search,” “Author and Me,” and “On My Own” question categories to align with the demands of digital spaces. Practical instructional strategies, including think-alouds, student-generated questioning, digital annotation, and reflection journals, are detailed to support implementation across diverse educational contexts. The paper emphasizes that developing self-regulated questioning is essential for fostering critical literacy and resisting surface-level engagement with digital texts. Implications for instruction highlight the need for explicit metacognitive scaffolding and equitable access to digital literacy tools. Future research directions include empirical validation of the framework’s impact on digital reading comprehension and exploration of developmental differences in metacognitive questioning practices. In an era of widespread misinformation and algorithmic bias, embedding metacognitive questioning into literacy education is vital for preparing students to navigate digital landscapes critically and reflectively. Full article

The COVID-19 pandemic necessitated an urgent shift to emergency remote learning, significantly affecting the education of bilingual students. This study examines the use of technology-enhanced drama-based methods, specifically digital Readers Theater, as an emergency measure to enhance reading literacy and psychosocial support during the pandemic amid multiple concurrent crises. Using an action research approach, 37 Greek teachers implemented remote literacy activities involving digital drama in their virtual classrooms over a period of four weeks. Data were collected from semi-structured interviews, teachers’ reflective journals, and student participation and were analyzed through Ajzen’s Theory of Planned Behavior. The findings indicate that, despite technological challenges and adaptation difficulties, the creative use of digital drama activities contributed to improvements in students’ reading skills, motivation, and engagement. The intervention also fostered students’ emotional expression and social connection, contributing to their psychosocial support during the disruption. This study highlights the dual role of technology as both an enabler and a barrier, emphasizing the need for better digital infrastructure and comprehensive teacher training for effective emergency response. The results stress the value of technology-supported, arts-based approaches in maintaining student engagement and promoting bilingual literacy in crisis contexts. These findings provide useful guidance for teachers and school leaders on how to support students’ learning and well-being, both during crises and in everyday practice. Full article

This article presents early insights from a small-scale action research project designed to promote positive reading dispositions and expand reading repertoires among pre-service teachers at a regional Australian university. Building on Professor Teresa Cremin and colleagues’ seminal Teachers as Readers research in the U.K., the study highlights the critical role of teacher educators in fostering pre-service teachers’ knowledge and enthusiasm. It explores how the use of high-quality children’s literature alongside a reading-for-enjoyment (RfE) pedagogical approach can shape pre-service teachers’ identities as future reading role models. Strategies such as shared read-alouds, book talk, and enjoyment-centred reading practices were employed to strengthen connections with children’s literature. The study also modelled how children’s literature could be used as mentor texts to support curriculum-aligned instruction and develop pedagogical confidence. Wenger’s Communities of Practice theory provides a framework to demonstrate how a children’s literature-based approach and RfE pedagogical practices contribute to the formation of positive reader identities. Amid concerns about improving literacy rates and teacher preparedness for reading instruction, this study illustrates the transformative potential of integrating children’s literature and RfE pedagogy into initial teacher education to cultivate future Reading Teachers capable of inspiring a love of reading and building communities of readers in their classrooms. Full article

Background and Objectives: Artificial intelligence (AI) chatbots are increasingly employed for the dissemination of health information; however, apprehensions regarding their accuracy and reliability remain. The intricacy of sarcoidosis may lead to misinformation and omissions that affect patient comprehension. This study assessed the usability of AI-generated information on sarcoidosis by evaluating the quality, reliability, readability, understandability, and actionability of chatbot responses to patient-centered queries. Methods: This cross-sectional evaluation included 11 AI chatbots comprising both general-purpose and retrieval-augmented tools. Four sarcoidosis-related queries derived from Google Trends were submitted to each chatbot under standardized conditions. Responses were independently evaluated by four blinded pulmonology experts using DISCERN, the Patient Education Materials Assessment Tool—Printable (PEMAT-P), and Flesch–Kincaid readability metrics. A Web Resource Rating (WRR) score was also calculated. Inter-rater reliability was assessed using intraclass correlation coefficients (ICCs). Results: Retrieval-augmented models such as ChatGPT-4o Deep Research, Perplexity Research, and Grok3 Deep Search outperformed general-purpose chatbots across the DISCERN, PEMAT-P, and WRR metrics. However, these high-performing models also produced text at significantly higher reading levels (Flesch–Kincaid Grade Level > 16), reducing accessibility. Actionability scores were consistently lower than understandability scores across all models. The ICCs exceeded 0.80 for all evaluation domains, indicating excellent inter-rater reliability. Conclusions: Although some AI chatbots can generate accurate and well-structured responses to sarcoidosis-related questions, their limited readability and low actionability present barriers for effective patient education. Optimization strategies, such as prompt refinement, health literacy adaptation, and domain-specific model development, are required to improve the utility of AI chatbots in complex disease communication. Full article

Current policy recommendations for initial teacher education encourage teaching code-related literacy (phonics, phonological awareness, and phonemic awareness) over pedagogical knowledge, and engaging practice in learning to read. To enhance early childhood pre-service teacher (PST) practices, this mixed-methods pilot study investigated a tool to support PSTs studying birth-to-eight years teaching, pedagogical practice, and knowledge to teach code-related literacy and supplementary vocabulary in conjunction with quality children’s literature. The Non-Scripted Intentional Teaching (N-SIT) tool was developed and then trialled with early childhood PSTs (n = 24) in Queensland, Australia. The participants planned phonics learning experiences using the N-SIT and picture books (e.g., Pig the Pug; Snail and the Whale). Survey data gathered participants’ code-related literacy knowledge before and after the N-SIT training. The data revealed most PSTs felt well-to-somewhat prepared to teach beginning reading and vocabulary and less-to-somewhat prepared to teach phonics. The data further revealed that all participants could define phonics but reported mixed conceptual understandings of phonological and phonemic awareness. The PSTs’ knowledge of phonological awareness, phonemic awareness, and planning for phonics-focused teaching through children’s literature improved post-N-SIT activity. Planned direct systematic phonics instruction strategies through the intentional shared reading of children’s literature and the potential benefits of the N-SIT tool in early childhood initial teacher education are discussed. Full article

Background/Objectives: Reading is a core cognitive ability that plays a central role in children’s brain development and academic success. This review aims to examine the neuroplastic relationship between reading acquisition and white matter development from infancy through adolescence, with a focus on implications for literacy interventions and educational planning. Methods: A systematic review of 89 neuroimaging studies published between 1998 and 2024 was conducted. Eligible studies utilized diffusion tensor imaging (DTI) or structural MRI to investigate white matter changes related to reading behavior in children aged 0 to 18. Studies were identified through comprehensive searches in Web of Science and Scopus databases. Results: Children with stronger reading abilities consistently showed increased fractional anisotropy (FA) in key white matter pathways, such as the arcuate fasciculus and superior longitudinal fasciculus, supporting phonological processing and reading fluency. Longitudinal data suggest that early exposure to literacy enhances brain flexibility and white matter organization. In contrast, children with reading disabilities, including dyslexia, often show disorganized white matter structure, but compensatory pathways may emerge through targeted interventions. Conclusions: Reading experience is associated with measurable changes in white matter development across childhood. Early and sustained literacy engagement appears to optimize neural structures for reading. These findings can inform early diagnosis and improve pedagogical strategies for literacy education. Further research is needed on the long-term neurobiological effects of reading interventions. Full article

Background: This project focuses on the relevance of using a health literacy approach to educating children about obesity prevention. The Habits of Health and Habits of Mind© model was used to write Electronic Texts for Health Literacy© to encourage actions that support obesity prevention. Guided by the Integrative Theory of Behavioral Prediction, the design template for a new genre of digital texts called Electronic Texts for Health Literacy© emerges for exploring children’s frame of mind, health literacy skills, and behavioral intentions toward obesity prevention. Methods: Online materials from selected websites were strategically reviewed for improving obesity prevention and child health literacy. The digital resources were juxtaposed with the Electronic Texts for Health Literacy©, with the latter written by and for children. Discussion: Health educators who use a constructivist pedagogy can help students to write health literacy narratives about obesity prevention, then read and talk about their multimodal compositions to further the practice and development of their health literacy skills. Children with obesogenic body frames can also gain from cowriting visual–textual–gestural health narratives with their peers or health professionals. Co-constructed narratives can help children make deeper connections about their identity, frame of mind, and social agency. Summary: Although this untested resource is available as a new genre of digital text, health educators could nudge children toward developing a stronger frame of mind and behavioral intentions toward obesity prevention when they write health literacy narratives that focus on decision making, goal setting, and communication in the context of eating nutritious foods and participating in physical activities. Full article

This study examined the impact of media multitasking on the reading habits and practices of 700 Moroccan English as a foreign language (EFL) teachers, utilizing a time-diary survey methodology. The findings reveal that a significant number of teachers engage in media multitasking, particularly watching television and using the Internet, while reading for both academic and recreational purposes. Ordinal logistic regression (OR) analyses showed that school type and specific multitasking activities were significant predictors of the displacement of time spent on reading. Teachers in urban/suburban schools reported higher levels of displacement compared with those in rural areas (OR = 2.23; 95% CI [1.59, 3.14]), while more-experienced teachers (6–10 years) reported less displacement (OR = 0.56; 95% CI [0.39, 0.80]). Watching television “most of the time” while reading was associated with greater displacement for both recreational (OR = 2.61; 95% CI [1.18, 5.79]) and academic reading (OR = 2.64; 95% CI [1.16, 6.06]). Social network showed contrasting associations: significantly lower displacement for recreational reading, but no significant relationship with academic reading displacement. These results suggest that media multitasking has context-dependent effects on teachers’ reading practices, with implications for their professional development and literacy instruction. This study emphasizes the need for targeted interventions to help teachers manage digital distractions and foster focused reading habits in the digital age. Future research should explore the long-term consequences of media multitasking on teachers’ effectiveness and identify strategies to promote engaged reading across diverse educational settings. Full article

This study explores the use of a theatre project to enhance reading competencies among students with special educational needs (SENs) in inclusive classrooms. The project, titled “Stop Bullying! A Theatre Project”, aimed to improve students’ reading skills through dramatised engagement with texts, with a particular focus on promoting literacy and social interaction. Employing a Design-Based Research (DBR) methodology, the study involved iterative cycles of implementation and data collection. Participants, including students with varying reading abilities, engaged in theatrical activities that incorporated reading strategies such as reading aloud, paired reading, and choral reading—each designed to support comprehension, fluency, and reading confidence. Findings from multiple cycles indicated improvements in students’ social dynamics, including stronger peer interactions and increased group cohesion. While quantitative reading assessment data showed only modest gains in reading performance, qualitative observations revealed significant improvements in reading skills and social interactions during collaborative performances. The study concludes that a theatre-based approach can effectively support reading development while fostering a more inclusive and supportive classroom environment. Full article

Low health literacy is a known contributing factor to poorer patient outcomes. Health information is often presented through materials written at high reading levels and thus may be an ineffective education tool for patients of diverse socioeconomic backgrounds, age ranges, and education levels. Graphic medicine (i.e., healthcare concepts presented through illustrations, such as comics or cartoons) may be a more equitable and efficacious format for many patients. The purpose of this review was to describe the efficacy and use of graphic medicine interventions regarding health outcomes, behavior changes, and engagement with health services. Nine databases were searched for studies that were randomized controlled trials in the English language, published before 4 December 2023. The searches identified 34 research articles that met the inclusion/exclusion criteria. This review revealed four key takeaways: (1) graphic medicine interventions are used globally; (2) graphic medicine interventions may be efficacious for a wide variety of health topics; (3) graphic medicine can be equitably delivered in many formats; and (4) graphic medicine can be applied broadly across the lifespan. The findings suggest that graphic medicine enhances patient engagement, empowers individuals with knowledge, and ultimately contributes to improved health outcomes across various populations; however, more effectiveness trials are needed. Additionally, an expanded definition of graphic medicine is presented. Full article

This study investigates the impact of family socio-economic status on children’s bilingual oral language and reading abilities. The participants were 92 Arabic–English bilingual children (Mean_age = 8.52 years old) in Grade 3 of primary schools and their parents in the United Arab Emirates. A correlational research design was used. The children completed several bilingual oral language and reading tests, and their parents filled in the family background questionnaire. The results of general regression show that mothers’ education level and family income affected children’s English, but not Arabic, oral language and word reading abilities. Family income was a significant predictor of children’s English oral language skills, and mothers’ education level contributed to children’s English word reading. However, fathers’ education level did not predict children’s bilingual abilities. The contextual influence on children’s language and literacy development is discussed. Full article

Past research has extensively explored reading in English-speaking children with dyslexia who acquire a highly irregular and opaque orthography. Far less is known about the manifestation of dyslexia in shallow, highly consistent orthographies like German, especially in adults. To shed further light on the heterogenous manifestation of dyslexia in German-speaking adults, we assessed reading and reading-related abilities, spelling, cognitive abilities, and language learning experience in 33 healthy German-speaking adults (17 females) and 33 adults with dyslexia (20 females). The four main aims were to (1) elucidate the intricate relationship between cognitive and literacy abilities, (2) investigate persisting weaknesses, (3) determine the strongest predictors of dyslexia, and (4) investigate deficit profiles. Group comparisons revealed persistent deficits in almost all measures of reading and spelling, slight deficits in verbal working memory, but no visuospatial impairments in adults with dyslexia. Moreover, adults with dyslexia had considerably lower English skills and lower educational attainment. Overall, we found fewer and weaker links between literacy and cognitive measures in adults with dyslexia, indicating a dissociation between these skills. Spelling, word reading, and phonological awareness were the best predictors of dyslexia, but the most widespread deficit was rapid automatized naming. Our findings suggest a heterogeneous manifestation of dyslexia in German-speaking adults, with even low-level deficits persisting into adulthood despite the shallow nature of the German orthographic system. Full article

This study examines the knowledge and preparedness of preservice teachers in India and England regarding the teaching of foundational reading skills. Recognising the critical role of teachers in preventing reading difficulties through explicit instruction in phonics, vocabulary knowledge, and reading comprehension strategies, we aimed to compare preservice teachers’ knowledge in these areas between the two countries. A survey was developed for this study and administered to preservice teachers enrolled in teacher education programs in India and England. The survey assessed their phonics knowledge, pedagogical practices across key reading domains, and confidence in supporting students with reading difficulties in inclusive classrooms. Descriptive analyses indicated that English preservice teachers demonstrated greater familiarity with phonics knowledge and were better prepared in pedagogical practices, particularly in phonics instruction, phonological awareness, and reading fluency. Both groups showed low preparedness in teaching vocabulary knowledge. Notably, Indian preservice teachers reported higher confidence levels in supporting students with reading difficulties despite lower performance in knowledge assessments. These findings suggest a need for enhanced focus on explicit phonics instruction in Indian teacher education programs and increased emphasis on vocabulary instruction in both countries. Implications for early childhood education policy are discussed, particularly with regards to preparing teachers to provide high-quality literacy instruction that supports children’s academic success. Full article