Book Reading Research Articles

“She feels and thinks”: Mother's emotion and mental state talk on book reading activities

Mother's emotion and mental state talk (EMST) in storybook reading context has been reported to be positively correlated with children's social understanding. Previous findings postulate that cultural context and book formats could affect the emergence of EMST. On the contrary, research about the EMST in the Indonesian cultural context and in various book formats is limited. Hence, further research needs to be conducted to explore the characteristics of EMST in Indonesian families. The current study aims to analyze which type of EMST is preferred by mothers in Indonesia, the frequency of EMST usage across various levels of reading difficulty, and the functions of EMST among Indonesian mothers. Secondary data were analyzed qualitatively from parents' video recordings of reading book activities. The main findings of this research suggest that, while most participants reported utilizing desire talk as a means of EMST, they were more likely to emphasize character descriptions, storylines, or general knowledge compared to EMST in shared book reading sessions. The lack of spontaneous EMST in Indonesian mothers may reflect the cultural influence on the expression of emotions and mental states in everyday life.

Examining an Explicit Phonological Awareness Intervention: The Impact on First Sound Fluency in Young Children.

The authors evaluated the ability of typically developing preschool children to acquire the phonemic awareness skill of first sound fluency (FSF) when trained through an explicit modeling treatment paradigm. Three preschool children participated in a single-case A-B-A research design in which the independent variable was shared book reading between professional and child with embedded modeling of first sounds in words and the dependent variable was the participants' ability to produce first sounds in words in response to the professional's auditory probes. A baseline phase included sessions without intervention. An intervention phase followed with sessions of explicit modeling of first sounds with hierarchal cueing and a follow-up phase. All three participants demonstrated immediate behavior change in an accelerating trend direction for FSF performance which was achieved after five sessions. However, the children's accuracy in producing first sounds in words was not maintained at levels expected for any of the participants. Suggestions are provided for how this strategy can be used and adapted by clinicians and educators to prepare preschool children for phonologically based emergent literacy skills needed to succeed in kindergarten.

Kesar Saga: A Critical Perspective of Ladakh

Ladakh is bounded by rich folklores, folktales, and folk ballads. Out of all the stories, the Kesar saga is the most popular and loved by one and all. All the people of the Ladakh region have grown up listening to the Kesar saga. The epic Kesar has influenced both the Buddhist and the Muslim communities of the region of Ladakh. Though it is the dominating folktale of the region, yet not much research has been done on the subject till date and hence, it needs to be studied properly. In this connection, I am attempting to reimage this heroic tale from the Ladakhi perspective and also to preserve it in the changing times especially when folk narratives are snatched by modern technologies. The attempt is also to make the lesser-known Himalayan regional literature known to a larger audience. Generally, the tradition of storytelling is an important part of Ladakhi culture and tradition, but today due to modern technology like mobile gadgets, television, etc. people are seen drifting away from their traditions keeping themselves busy in their own world of modernism. As a result, today this important practice of oral storytelling is fast vanishing. Therefore, bringing the stories in writing is becoming more urgent than before. So, in the future with technological development; the stories may stay as a source of entertainment and knowledge to the book readers.

Implementation of Merdeka Learning Curriculum with Pancasila Student Profile Strengthening Project at State Primary School

This study aims to describe the implementation of the Merdeka learning curriculum and the Pancasila student profile strengthening project, as well as the obstacles and impacts that arise from its implementation. This study uses a descriptive qualitative research method. The informants taken in this study were 5 people who were directly related to this study. The data collection techniques obtained were observation, interviews, and documentation in data analysis using data reduction, data presentation, and conclusions. The results of this study indicate that the implementation of the Merdeka learning curriculum and the Pancasila student profile strengthening project have been implemented in stages at SD Negeri 03 Rantau Alai and are running well as intracurricular and co-curricular learning. Problems that arise in the implementation of the Merdeka learning curriculum and the Pancasila student profile strengthening project are the lack of relevant reading books, teacher competence in the use of supporting technology, and limited internet access. All existing obstacles have been overcome by adding relevant reading books, conducting teacher training forming learning communities, and adding signal boosters (modems).

Mendalamkan Spiritualitas dan Meluaskan Intelektualitas: Kajian Tematik dalam al-Quran

As times goes by, the reality of the world grew more rapidly. As period gets older, the technology also get longer more advanced. Advance in technology certainly make the majority of millennials become lazy to read. This reality is proven to be among Indonesian millennial generation, namely from the many syndromes playing games both offline and online. The rapid development of the world technology with all its features pamper young people more often open social media than reading books. As a result, intellectuality appears to be declining. On the other side, there is prioritize intellectual than spiritual. Here the author will examine how the message of the Qur'an will strive for between spirituality and intellectuality simultaneously, especially in this millennial era. In this study, the type of research use qualitative descriptive where the purpose of this study is to present events or facts, circumstances, phenomena, variables and circumstances that occur during the study by presenting what actually happened. The result of this study is in improving spiritual and intellectual in this millennial era, by implication it is necessary to smoothen 3 things, there are: 1. With Faith 2. Increase all good deeds to Allah 3. Always increase the pieties. These three concepts are expected to deepen spiritually and improve intellectually in this millennial era

Strategies to support language development in neonatal intensive care unit: a narrative review.

Despite neonatal intensive care advancements and quality improvements, preterm infants often experience delays in speech and language development during early childhood. The etiological pathway of language delays is multifactorial, including younger gestational age at birth, male sex, pregnancy complications including gestational diabetes mellitus and preeclampsia, organic pathology from neonatal morbidities, environmental factors of the neonatal intensive care unit (NICU) and prolonged hospitalization, home environment including socioeconomic status and parental education, and parent-infant interactions. As early language experiences and environments are crucial for the development of language processing, strategies to support language development should be implemented from the NICU onward. This study aimed to summarize evidence-based strategies for language development through an extensive review of nutrition, NICU environment, language and sound exposure, developmental care interventions, and family-centered care. Promoting breastfeeding, increasing parent-infant interactions in a single-family room setting, nurturing the language environment via parental book reading and language interventions, and parent-integrated interventions in the NICU could potentially enhance language development among preterm infants. These supportive strategies can be integrated through family-centered care, which recognizes parents as primary caregivers and collaborative partners.

Picturebooks Increase the Frequency and Diversity of Emotion Vocabulary in Children’s Language Environments: Modeling Potential Benefits to Emotional Literacy, with Pedagogical Resources

ABSTRACT Research Findings: This study examines the frequency and diversity of emotion vocabulary in children’s picturebooks, as well as its deviation from typical spoken language environments. We analyzed a corpus of 2146 transcripts of individuals reading picturebooks aloud on social media platforms, using an emotion-specific vocabulary list, and two emotion-related word lists: the Valence Aware Dictionary for Sentiment Reasoning (VADER) List, and the NRC Word-Emotion Lexicon Intensity Lists. Models of daily input assess how regular book reading impacts the diversity and quantity of emotion vocabulary in children’s language environments. The findings reveal that emotion vocabulary in children’s picturebooks is more diverse than found in typical samples of child-directed speech and that regular reading substantially increases exposure to emotion vocabulary in the language environment of children beyond their input from child-directed speech alone. The study underscores the significant role of regular picturebook reading in enriching children’s quantity and quality of emotion vocabulary exposure and the opportunities this may provide for emotional literacy development. Practice or Policy: The findings are supplemented with emotion vocabulary wordlists produced by the study and provided here (https://tinyurl.com/4pvcb8b4). These constitute new resources for supporting children’s emotion vocabulary acquisition during early education and development.

Autism in Children

Austic spectrum disorder is a very common presentation where children present with social communication difficulties. They can have behavioural problems and other times anxiety. Every autistic child is different and they may come anywhere in the autistic spectrum, ranging from sensory difficulties, social adjustment to food, sleep and concentration challenges. The main aim of this article to bring awareness about autism to the society and to give Austic children help and support to be able to maintain a safe and healthy lifestyle. It is very important to involve a health care practitioner and get the necessary care and advice from the doctor. It is equally important to organize fun interactive games, activities and book reading for children with Autism to help and support them with their difficulties. All of these things can be done with family support and encouragement, however, it can be very challenging and Children with Autism need professional diagnosis, support in community and teachers to guide them.

Advancing a Practical Inquiry Model with Multi-Perspective Role-Playing to Foster Critical Thinking Behavior in e-book Reading

In the digital age, where media proliferation challenges traditional reading habits, this study investigated the impact of digital platforms on critical thinking (CT) and reading practices. Some conventional e-books may not sufficiently encourage reflective thinking or foster CT skills due to their linear nature and lack of engaging elements. Employing the Practical Inquiry Model (PIM) within the Community of Inquiry (CoI) framework, this study highlights the integration of multimedia elements and the use of students' selfies to boost engagement and social presence in a digital learning environment. This study introduced selfie role-playing reading, along with group discussions from various perspectives as an innovative pedagogy to enhance cognitive presence within the CoI, ultimately enhancing learners’ CT performance. Using a quasi-experimental design, 63 participants were grouped into single-perspective or multiple-perspective categories by narrative perspective exposure, and then engaged in online story discussions with worksheets. Reading performance was measured through a detailed examination of their CT patterns via behavioral sequential analysis. Results revealed that students in the multi-perspective groups demonstrated superior CT and reflective thinking levels, underscoring the potential of innovative e-book designs in enhancing CT. This study not only validates the importance of diverse narratives and role-playing in CT development, but also pioneers a method for analyzing such skills through behavioral sequence analysis. It signifies a leap in applying the PIM to multimedia e-book reading, offering insights for future educational strategies and CT assessment in the digital era.

Students' Perceptions of Lecture-style Classes and Reading Journal Activities in College General English

The purpose of this study is to examine how the self-directed learning of writing a reading journal helps students learn English compared to lecture-style classes and how students perceive these two types of classes. 145 first-year students participated in the study. The class consisted of a lecture with news articles in the first half and activities involving the reading of articles or books and the writing of a reading journal in the second half. In week 15, students filled out a questionnaire to investigate how these two types of classes helped them in their studies. The results showed that lecture-style classes were helpful for 75.86% of the students and that the activities related to reading and writing a journal were helpful for 79.81% of the students. Grammar was mentioned most frequently for lecture-style classes, and improvements in writing, reading, and vocabulary learning were mentioned often at a similar rate for the reading journal activities. Thus, writing a reading journal was found to be a useful activity to improve students’ reading and writing abilities. 71.03% answered that the reading journal activities were more helpful than lecture-style classes, and self-direction was found to be the greatest factor that contributed to the improvement of their English skills. This is because a considerable number of students mentioned keywords such as ‘direct,’ ‘self,’ and ‘alone.’ 26.21% answered that lecture-style classes were more helpful to them. Also, the frequent mention of ‘explanation’ showed that the instructor's explanation helped such students more than when they were learning on their own. The results of this study reveal that self-directed learning of reading journal writing is more beneficial to students' English learning than conventional lecture-style classes. Based on these results, this study suggests that activities involving individual reading and reading journal writing should be properly introduced into college general English courses, and that the ratio of lecture-style classes and self-directed learning should be adjusted in consideration of the students' English proficiency levels.

The effect of e-book reading activities on basic English literacy and the learning attitudes of middle school English underachievers

The effect of e-book reading activities on basic English literacy and the learning attitudes of middle school English underachievers

TEKSTO SUVOKIMO GEBĖJIMŲ UGDYMAS 2 KLASĖJE PANAUDOJANT BEŽODES KNYGAS

The development of text comprehension skills in primary school is constantly seeking new ways of engaging students of different abilities. One such innovation is wordless books. Given the lack of information on the use of such books, the aim of this study was to investigate the impact of wordless book-based educational activities on the text comprehension skills of second grade students. The method chosen for the study was participatory action research. Three educational activities were planned and carried out to observe students' activity. Before and after the educational activities, the students' comprehension of the fiction text was measured. The methods used for data collection were: analysis of pedagogical literature, written questionnaire, informal natural indirect observation. The questionnaires used to investigate the text comprehension skills were specially designed and identified 4 main skills of fiction text comprehension (finding clearly presented information, making inferences, integrating and interpreting ideas and information, examining the content and details of the text, evaluating). The participants were selected by convenience sampling. The participants were 17 second grade students from one school class. Based on the results of the text comprehension skills test, 3 educational activities based on reading wordless books were designed. All the educational activities followed a single lesson model: at the beginning of the activity, students were introduced to the topic and objective of the lesson, followed by a collective reading of a wordless book, a discussion, a creative task and reflection. The study showed that the wordless book-based activities had a positive impact on some of the second grade students' inference and integration of ideas and information, and interpretation skills. The wordless book activities were more engaging for students with lower levels of educational achievement. Keywords: wordless books, text comprehension skills, primary education, language development

School Literacy Movement Based on Oral Tradition Satire toward Students’ Responsible Character

Based on the results of initial observations and interviews, the implementation of the School Literacy Movement in one of the public elementary schools has been implemented for 3 years in the form of reading books 15 minutes before learning. Especially in the upper grades literacy activities are still low, the influencing factor is that in its implementation it only implements reading activities 15 minutes before learning which causes students to feel bored and lack motivation, interest in reading and awareness. Therefore, the author is interested in using the oral tradition method of satire at the end of this activity. The purpose of this research is to find out the differences in literacy movement activities using the Sisindiran oral tradition method then to find out the increase in responsible character development in students after implementing school literacy activities with the help of the Sisindiran oral tradition method. Sisindiran is one of the Sundanese cultural heritages which is part of the oral tradition. It is expected that closer interaction between teachers and students in reading activities will shape students' responsible character so that awareness and motivation grow.

Sleep Health Patterns in Romania: Insights from a Nationwide Cross-Sectional Online Survey

Background: Sleep is one of the most essential processes for sustaining cognitive, emotional, and physical health across all age groups. Insomnia or inadequate sleep significantly impacts health and poses economic burdens due to increased healthcare costs and reduced productivity. Objectives and Methods: This study aimed to investigate sleep quality in the Romanian active population using an online survey incorporating the Pittsburgh Sleep Quality Index (PSQI). Conducted over four months in 2023, the survey gathered 2243 complete responses from urban and rural residents over the age of 18. Results: The results highlight gender and urban–rural disparities in sleep quality, revealing that females and urban residents experienced poorer sleep compared to their counterparts. Additionally, sleep quality was found to significantly worsen with age, with elders (56+ years) reporting the highest PSQI scores, indicating greater sleep difficulties compared to middle-aged adults and youngsters. A high prevalence of sleep disturbances, daytime dysfunctions, and sleep medication use was reported. Common pre-sleep activities included using electronic devices and watching TV, while fewer participants engaged in reading books or consuming alcohol and caffeine. Additionally, participants’ bedding preferences were documented. Conclusions: Our study highlights the influence of various factors on sleep quality and emphasizes the need for targeted public health interventions to improve sleep health in Romania.

Upaya Peningkatan Kualitas Pelayanaan Sarana dan Prasarana Pendidikan di Tkk St. Michael Baobolak

The program of efforts to improve the quality of educational facilities and infrastructure services at TKK St. Michael Baobolak, the development of economic literacy in the Maryke Village community aims to improve the quality of educational services at TK St. Michael Baobolak through the provision of facilities and infrastructure that are still inadequate, such as teaching aids, reading books, and play equipment. Thus, it is expected to create a more conducive and enjoyable learning environment for children, and support their optimal growth and development. This study uses a qualitative approach with a descriptive method. Data were collected through direct observation, interviews with related parties such as the principal, teachers, and staff, as well as documentation related to educational facilities and infrastructure at TKK St. Michael Baobolak. The results of the study showed that this program succeeded in improving the quality of educational facilities and infrastructure services at TKK St. Michael Baobolak. On the other hand, the results of this activity have also provided coloring tools and alphabet posters. Coloring tools, such as crayons, colored pencils, and markers, are very important media to stimulate children's creativity. Through coloring activities, children not only train their fine motor skills, but also develop their imagination and ability to express themselves. Meanwhile, alphabet posters serve as effective visual aids to help children recognize letters and build the foundations of reading skills, thus having a positive impact on their well-being.

The Use of Incidental Vocabulary Learning Strategies Among High and Low Proficiency Year 6 ESL Learners

Vocabulary Learning Strategies (VLSs) are widely implemented in the learning of English as a second language (ESL). Hence, VLSs are helpful in aiding learners to develop their vocabulary effectively, not only in the classroom but also out-of-classroom, according to the learners' needs. This study aims to investigate the use of vocabulary learning strategies in incidental learning among high and low proficiency Year 6 ESL learners. The sample of this study are 30 Year 6 ESL learners from a primary government school in Bandar Baru Bangi. A mixed method was employed, and purposive sampling was used for this study. Data was collected through a 26-item questionnaire based on Schmitt’s Taxonomy of Vocabulary Learning Strategies Questionnaire (VLSQ) and semi-structured interviews. The findings indicate that high proficiency learners “watch English media” the most and the “use of flashcards” as the least favoured. In contrast, low proficiency learners prefer “asking parents or family members for the meaning of words” and “reading English newspaper, magazines and books” the least. Although no significant differences were found in overall strategy use between high and low proficiency groups, metacognitive strategies were employed significantly more by high proficiency learners. Both high and low proficiency Year 6 ESL learners also perceive technology tools and multimedia as effective for incidental learning by using YouTube, social media platform, online games, use of sub-titles and digital dictionaries. Further research on a larger scale among primary school learners is recommended to inform teachers about the application of vocabulary learning strategies, particularly in incidental learning.

Living the first years in a pandemic: children's linguistic development and related factors in and out of the COVID-19 lockdowns.

This retrospective study provides insights on linguistic development in exceptional circumstances assessing 378 children (between 2;6 and 3;6) who lived their first years during the COVID-19 pandemic and comparing it with normative data collected before this period (CDI-III-PT; Cadime et al., 2021). It investigates the extent to which linguistic development was modulated by a complex set of factors, including sex, maternal education, book reading, language-promoting practices, COVID-19 infection, parental stress and sleeping problems, considering three periods (during lockdowns, out of lockdowns and at present). The results show a substantial negative effect of the pandemic on both lexical and syntactic development. Considering individual variation, structural equation modelling unveiled a complex scenario in which age, sex, book reading, language-promoting practices, sleeping problems and COVID-19 infection showed a direct effect on linguistic development. Maternal education and parental stress had an indirect effect on children's language, mediated by book reading and sleeping problems, respectively.

Engaging in Interactive Book Reading: General Warming Up Before Exercising for Children

Many parents are encouraging their children to exercise as a result of the COVID- 19 pandemic. Many others, on the other hand, do not warm up before participating in any sport. This is dangerous since it increases the risk of sprained muscles, cramping, and other problems. Warming up is crucial before exercising, yet many people are still unaware of the risks of not doing so. The objectives for this project is to create an interactive sports book. Unlike traditional books, this interactive book will use lift-the-flap, slide, or spin-the-wheel strategies to make learning more entertaining for children. To promote the socialization of young people through sports. As well as teaching children how to warm up with the assistance of adults. The method used is qualitative method. The results is It is clear from the in-depth interview and observation that many people still ignore the importance of warming up. Several children revealed in interviews that their teacher did not teach them how to warm up, and one of them learned about warming up via YouTube. Which means that the video that children see isn't always appropriate for their age group's warming up movement. According to the findings of the interviews, manipulating a scenario and performing fundamental movements is an effective technique to teach preschool children to warm up. The 7 Primal Movement Patterns is a great warm-up for children aged 3- 5 years. The seven basic movements are twist, push, pull, bend, squat, lunge, and gait. They represent the most basic breakdown of all human movements.

The effects of the Quality Book Reading Early Intervention Program (NIKO) on Turkish fathers and their children with autism spectrum disorder

Parents who play a critical role in supporting their children’s development. NIKO is an early intervention program that families can use in Turkey. The primary purpose of the study was to examine the effectiveness of a shared reading intervention titled the NIKO program on the interaction behaviors of fathers and their children’s pivotal behaviors and language skills. This study was carried out with 23 child-father dyads, 8 of whom were in the face-to-face experimental group, 8 online participants in the experimental group, and 7 in the control group, who were diagnosed with autism spectrum disorder (ASD) aged 0–6. Pretest-Posttest control group design was used in the study in which quantitative data collection method was used. The NIKO program training lasted about five weeks with an average of two training sessions per week. Statistical analysis revealed that the NIKO program was effective and that it had positive effects on both parents and their children with ASD. Specifically, the findings showed that parents in two different groups (face-to-face and online) exhibited more interactive and developmentally supportive behaviors after the intervention. The same effect continued one month after the end of the intervention.

Teacher gestures bridge meaning: Unpacking teacher gesture in storybook read alouds to support vocabulary

Teacher gesturing is an effective strategy for promoting vocabulary learning during book reading in early childhood settings. While studies find significant variation in teachers’ use of gesture, existing studies have not explored within-teacher and across-book differences in gesturing, reducing the ability to better understand how teachers and books drive gesturing to support language learning. To address this gap, this study investigated the gestures of nine teachers across 108 observations of the same 12 books to understand factors that explain teachers’ frequency of gesturing and the ways in which teachers gesture. Using mixed methods, we estimated multilevel models and descriptive statisics to examine whether books and teacher characteristics explained teachers’ frequency of engaging in representational and iconic gestures and employed multimodal content analysis and a grounded theory approach to better understand how and why certain books elicit more of these gestures across teachers. Study findings show greater within teacher variability in frequency of gesturing as a function of book, a positive association between teacher expertise and frequency of representational gesturing, and that teachers gestured to create emotive, conceptual, and animation bridges to connect the text and illustration to support student understanding of the language in picture books. Results showed that the content of the text also explained teacher gesturing, and thus that gesturing is not solely a teacher trait, but also reflects qualities of the text. Gesture research and practice should continue to consider text selection as critical to promoting this pedagogical strategy.