Search Results (238)

In the Swedish compulsory school, system multilingual students’ reading and writing development is supported, among other measures and practices, by heritage language (HL) teachers. To effectively support multilingual students, whether they require special educational assistance or not, collaboration between heritage language teachers and special education needs (SEN) teachers is essential. Thus, a key consideration is how HL and SEN teachers work together to promote reading and writing skills in multilingual children. We present two sub-studies: Study 1, a questionnaire answered by 33 HL teachers, and Study 2, consisting of in-depth interviews with a different group of 13 HL teachers. Both sub-studies aim to increase our understanding of HL teachers’ experiences of collaborative practices with SEN teachers for promoting reading and writing development among multilingual students with or without the need of special educational support. The findings reveal that HL teachers, though well qualified and committed, are often excluded from collaborative planning with SEN teachers. This study highlights the systemic barriers and opportunities for improving literacy support through interprofessional collaboration. Full article

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

This study examined the effects of the reading circle method on the curiosity and discovery perceptions, creative reading skills and visual literacy competencies of Turkish teacher candidates. The study group of the study conducted for this purpose consists of 48 teacher candidates studying in the Turkish language teaching department of a university in the north of Türkiye. A sequential mixed design was used in this study, which was conducted with mixed methods. In the quantitative dimension of this study, a pre-test and post-test, control-group-free experimental design was used, while in the qualitative dimension, a case study design was used. The Life Skills Scale, Individual Innovation Scale and semi-structured interview form were used to collect the data in this study. To examine the effect of the experimental process in this study, the data obtained were analyzed with a t-test for dependent groups; the data obtained from the interviews were analyzed with content analysis. According to the results obtained from this study, the reading circle method significantly affected the curiosity and discovery perceptions of teacher candidates. It was determined that creative reading skills have a significant effect on the sum of the scales and all other subdimensions except for the dimension of interpreting the text and the dimension of giving importance to visuality and interpreting visuals using Office software in visual literacy competencies. 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

Background: Pharmacogenetics (PGx) is the science of assessing how genetic variation affects drug efficacy, tolerability, and safety. While PGx is an emerging discipline which is becoming standard of care, many providers have misunderstandings about its utility. This is even more of a problem for patients, who may perceive that there is a single drug that is “right” for them. The primary objective of this study was to evaluate consumer comprehension of a newly developed patient-facing PGx report. Methods: In this study, we adapted a commercial pharmacogenetic test (Genomind Professional PGx) into a report intended to be more comprehensible to the consumer. The initial translation of the clinical terminology used in the PGx report, into lay terminology was conducted by PharmDs and PhDs who have collectively provided over 20,000 PGx consults to date. These reports were then evaluated with readability scoring software to ensure each translation’s complexity remained ≤8th-grade reading level. A total of 107 participants were recruited to conduct the initial analysis with a goal of achieving a 90% comprehension rate using the Genomind consumer comprehension survey. These participants were also given a modified Minnesota Assessment of Pharmacogenomic Literacy (MAPL™) both before and after the Genomind comprehension survey to assess overall PGx literacy. Results: Ninety-eight (98) out of 107 research participants scored one or zero questions incorrectly, translating to >90% comprehension score on the Genomind consumer comprehension survey. These participants also demonstrated a significant increase in overall pharmacogenetic literacy, as assessed by MAPL after viewing the consumer report and survey. Conclusions: This study found that translating pharmacogenetic test results into lay language may provide individuals with a greater understanding of how their DNA may impact prescribed medications. Full article

Cross-sectional research suggests associations between enrichment and cognitive skills in toddlerhood. There are no prospectively designed longitudinal studies that investigate the link between early home literacy activities and subsequent mechanisms that explain the putative cognitive benefits. This study tests long-term associations between toddler literacy enrichment and later student engagement across key academic transitions, from kindergarten to the end of high school. Using the Quebec Longitudinal Study of Child Development (QLSCD) population-based birth cohort data, we examined whether parent-reported experiences of shared reading, looking at picture books or illustrated stories, and pretend writing at age 2 years predict later teacher- and self-reported student engagement at ages 6, 12, and 17 years. The results from multiple regression models, stratified by sex and adjusted for pre-existing and concurrent child and family characteristics, revealed significant associations between early literacy enrichment and later engagement. For boys and girls, literacy enrichment in toddlerhood predicted increases in classroom engagement from kindergarten to the end of high school. These findings highlight the lasting influence of early literacy exposure on subsequent learning-related behaviors, both in and beyond the classroom. They underscore the importance of promoting enrichment in early childhood as a family strategy toward individual readiness to learn, a cornerstone of crystalized intelligence. Full article

This study explores homework practices and perceptions among Slovenian fourth-grade students and their parents, using data from PIRLS 2021 and national additions. Homework remains a contentious topic, often debated in terms of necessity and impact. The study examines the degree of parental involvement in their children’s homework, focusing on its association with family socioeconomic status (SES) and students’ reading achievement, as well as the students’ attitudes towards homework. A mixed-methods approach was employed, combining quantitative analyses from reading tests and contextual questionnaires with qualitative insights from open-ended parental responses. The results show that most Slovenian parents actively assist their children with homework, yet frequent involvement correlates with lower reading scores, potentially reflecting increased support for struggling students. Parental motivations emphasize educational purposes, such as reinforcement of knowledge and monitoring progress, and developmental goals like fostering work habits and confidence. Among students, attitudes towards homework are generally positive, with many acknowledging its instructional benefits. However, a significant portion find homework boring or excessive, which negatively correlates with achievement. The study highlights disparities linked to SES, with students from higher SES families demonstrating greater independence and more favorable attitudes. These findings underscore the need for balanced homework practices that consider quality over quantity, individualization in design, and collaborative communication with parents. Implications for policy include fostering autonomy and reducing SES-based inequalities. 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

We examined the effects of shared reading workshops on children’s early literacy outcomes. Data was collected for 240 children, 144 of whom had their parents or caregivers participate in a shared reading workshop. The remaining 129 were included as a comparison group. Pre- and post-intervention measures of HLLE, narrative skills, alphabet knowledge, and parental self-efficacy scores were collected. Findings show higher and statistically significant scores in alphabet knowledge and narrative skills for children whose parents implemented shared reading. Parental self-efficacy increased after participating in the workshops. Correlations between HLLE, parental self-efficacy, and children’s outcomes were low yet significant. To further investigate the role of HLLE as a mediator of children’s outcomes, we used structural equation modeling. Results show an interaction of HLLE on children’s narrative skills and alphabet knowledge. Full article

Background/Objectives: Existing patient information leaflets (ePILs), mandated by the FDA to accompany new prescriptions, are difficult to read and understand due to their complexity and poor visual design, especially for populations with low health literacy and low English proficiency. In this study, we developed infographic-based PILs (iPILs) with a concise question-and-answer format, emphasizing essential information, as specified by the FDA. This study compared iPILs and ePILs using the 5C factors: comprehension, cosmetics, convenience, content, and credibility, as perceived by English-speaking and Spanish-speaking populations. Methods: This multicenter, experimental survey study assessed the 5C factors. English and Spanish-speaking adults on ≥1 chronic medication were recruited from community pharmacies in California (CA) and Illinois (IL). They were stratified to review either an ePIL or an iPIL for one of four common medications. They completed a Medication Knowledge Quiz (MKQ) to show their comprehension using six open-ended questions. Subsequently, they received both PIL versions and answered preference questions about the 4C and media format and, lastly, about demographic and health literacy questions. Results: A total of 235 participants completed the surveys at three sites (CA-English, CA-Spanish, and IL-English), with differing participant characteristics. The CA-Spanish participants scored the lowest on health literacy and the number of health conditions. The MKQ scores for those using the iPILs were significantly higher than for those using the ePILs across all groups. They significantly correlated with health literacy results for the ePILs (r = 0.394, p < 0.001). The participants preferred the iPILs over the ePILs for four of the C factors, barring one content question. Regardless of age, printed formats were preferred (64.7%)—alone or with digital formats (21.3%)—over digital formats alone (3.4%). Overall, 79.1% of the participants preferred iPILs, 11.9% preferred ePILs, and 8.9% preferred either version. Conclusions: The infographic-based patient information leaflets (iPILs) were easier to read, navigate, and understand, making them more accessible to individuals with varying levels of health literacy. Infographic-based leaflets outperformed existing ones in user comprehension and were preferred due to their simple layout, ease of navigation, and helpfulness. Full article