Literacy Outcomes Research Articles

Fostering Media Literacy: A Systematic Evidence Review of Intervention Effectiveness for Diverse Target Groups

Investigating the effectiveness of media literacy interventions is essential to identify the most promising programs. This 2022 systematic evidence review, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guideline, aimed to collect and synthesize scientific evidence on effective media literacy intervention programs across different target groups and the used frameworks. A comprehensive search across major scientific databases (Web of Science, Scopus, ProQuest, Communication & Mass Media Complete, and Education Resources Information Centre) and rigorous screening and coding processes identified 119 studies on media literacy intervention effectiveness and outcomes. This review offers valuable insights into the current state of media literacy intervention research, emphasizing the importance of considering diverse target groups and exploring a wide range of outcomes to enhance our understanding of these interventions’ impact.

Trajectories of language development, cognitive flexibility and phoneme awareness knowledge in early childhood.

Early childhood is a critical period of language development. Yet less is known about how language growth relates to the development of phoneme awareness and cognitive flexibility during this period. To examine the longitudinal associations between growth in phonological awareness and cognitive flexibility from 4 to 5 years in relation to three patterns of child language development: early, intermediate and late. A sample of 439 four-year-old children were recruited and underwent repeated language, phonological awareness and cognitive flexibility testing to age 5. Children were classified into three language development groups based on their listening comprehension: early, intermediate and late. Group-based trajectory modelling was then used to examine the relations between cognitive flexibility and phonological awareness over time in relation to language outcome. Early language developers were characterized by higher levels and greater improvement in language and phonological awareness skills between 4 and 5 years. Late language developers exhibited slower growth in expressive language development (in addition to lower receptive language at age 4). Intermediate and late language developers showed steeper growth in cognitive flexibility over the study. Findings affirm the interconnected nature of phoneme awareness, cognitive and language skill development in early childhood. Results suggest the importance of targeting skills across literacy and executive functioning/regulatory domains for children with language difficulties. What is already known on the subject It is already known that language skills are related to self-regulation and phoneme awareness skills. However, it is also important to examine how different patterns of language growth are related to the timing and level of growth in self-regulation and phoneme awareness. Further, it is important to examine the relationship between language development and cognitive flexibility (one component of self-regulation) to understand this relationship more fully. What this paper adds to the existing knowledge This study is novel in its examination of the trajectory of language development and other key foundational literacy variables along with modelling the timing of development across the constructs included in the study. The findings have implications for optimizing the content and timing of approaches designed to enhance literacy development in children with language difficulties. What are the potential or actual clinical implications of this work? The findings suggest that interprofessional approaches across speech-language therapy, education and psychology are important for enhancing literacy outcomes of children with language difficulties. Results also provide support for language intervention approaches to be developed and trialled that target language, cognitive flexibility and phonological awareness in an integrated manner.

Can emphasis on temporal processing inform literacy intervention design?

The aim of this minireview is to explore the relationship between auditory (AP) and phonological processing and to probe potential ‘cascade effects’ on literacy development. The overall purpose of this study is to specify auditory deficits in language and literacy outcomes to inform intervention. Important underpinnings of language and literacy development and characteristics of AP, phonological processing, and phonological awareness in children with literacy disorders in light of auditory processing skills. Children with language and literacy impairments experience difficulties processing temporal and/or spectral changes in acoustic stimuli resulting from atypical neural synchronization. On a behavioural level, studies have revealed a relationship between temporal processing skills (e.g., rise time discrimination, frequency modulation sensitivity) and literacy development. While research remains inconclusive on intervention efficacy centred on auditory processing, this review serves as the stepping stone for investigating intervention methods focused specifically on temporal processing. Frameworks associated with literacy deficits and interventions may benefit from auditory modality-specific assessment and interventions.

Innovative Teaching of AI-Based Text Mining and ChatGPT Applications for Trend Recognition in Tourism and Hospitality

This research applies a model-based teaching approach aimed at scrutinizing trends in the leisure, tourism, hospitality, recreation, and sport (LTHRS) field by integrating artificial intelligence (AI) along with ChatGPT, project-based learning (PBL), systems thinking, and industrial analysis tools to foster trend recognition skills. The study employs a quasi-experimental design to compare the efficacy of two instructional approaches (exploratory vs. confirmatory) concerning AI literacy and learning outcomes. Notably, the exploratory group exhibits marked improvements in AI knowledge, while the confirmatory group demonstrates enhanced trend recognition ability. Additionally, the research delves into the application effects of AI-based text mining and ChatGPT (AITM) as content analysis tools through four distinct projects (5G’s impact on tourism industries, travel trends caused by metaverse, daylily tour in Huatan Township, and Taiwanese elements in spectator sports), underscoring the substantial efficacy of AITM in capturing diverse themes, albeit with challenges in discerning subtle and subjective labels. These findings highlight the effectiveness of the model-based teaching approach and the multifaceted utility of AI and automated text mining in augmenting trend recognition skills.

R.A.I.C.E.S. (Roots): A conceptual framework for community‐building that connects linguistic and cultural wealth to support emergent bilinguals

AbstractProject R.A.I.C.E.S. (Reaching All Individuals and Communities to Establish Success in Language Learning) is a National Professional Development grant initiative operating at Stephen F. Austin State University. Grant objectives were designed to enhance school readiness, English acquisition, and literacy outcomes for emergent bilinguals (EBs), English learners (ELs), and multilingual learners (MLLs) through collaborative professional development events involving university, community, parent, and school district partnerships. The Spanish word raíces translates to roots in English, symbolizing the project's commitment to preserving and nurturing the cultural and linguistic diversity of the community by reframing language learning within an additive paradigm. Project R.A.I.C.E.S. creates paid professional development events to build a community of professors, preservice teachers, in‐service teachers, parents and caregivers of emergent bilingual children, and children in collaborative professional development sessions called academias (academies). Each academia positions all participants, especially parents and caregivers and their children, as key stakeholders and equal partners in the learning process to honor the community's cultural wealth, emphasizing linguistic and cultural sustainability for English language learners in educational settings. Moreover, the academias provide preservice and in‐service teacher professional development and preparation for the TExES ESL certification exam, crucial for better meeting the needs of EBs/ELs/MLLs in rural schools.

Challenges And Solutions In Implementing Reading Policies In The Foundation Phase: A Multiple Case Study From The Lichtenburg Circuit, North West Province

This article aims to examine the policies guiding reading instruction and investigate how these policies are implemented in the FP to gain a deeper understanding of teachers’ experiences in this area. Implementing reading policies effectively in the FP is crucial for fostering early literacy skills, which form the foundation for lifelong learning. However, teachers often encounter various challenges that impact the successful application of these policies. This article explores the complexities associated with implementing reading policies within the FP, specifically focusing on the Lichtenburg Circuit in the North West Province. The Lichtenburg Circuit, a unique educational setting within the North West Province, provides a valuable multiple case study for examining these challenges and identifying effective solutions. Utilizing a qualitative case study approach, the research focused on the perspectives of Subject Advisors, Principals, HoDs, and FP teachers in three primary schools within the Lichtenburg circuit. Thirteen participants were purposively selected, and data were collected through document analysis, observations, and interviews. Thematic analysis revealed that the CAPS is the primary policy used for reading instruction, yet it lacks explicit directives on teaching reading, leading to challenges in implementation and application by teachers. By investigating the experiences of English Home Language this article aims to uncover the specific difficulties teachers face and assess the support mechanisms available. The findings will offer insights into improving policy implementation and enhancing literacy outcomes for young learners. The objective of this article is to identify and analyze the key factors that influence teachers’ implementation of reading policies in the FP. This article aims to understand how various contextual, professional, and institutional elements shape teachers’ approach to applying reading policies in their classrooms. By examining these factors, the article seeks to provide insights into the challenges and opportunities faced by teachers in translating policy into effective practice, ultimately contributing to the development of more supportive and practical strategies for improving reading outcomes in the FP. The purpose of this article is to investigate and evaluate the challenges and solutions in implementing reading policies, using the Lichtenburg Circuit in the North West Province as a multiple case study. The article also seeks to uncover the specific challenges that teachers encounter in implementing these policies and to analyze how these obstacles impact the effectiveness of reading instruction. The article aims to provide insights and recommendations for improving the implementation of reading policies to better support FP teachers.

Exploring the Role of Coordinating Centre Tutors in Implementing Early Grade Reading Initiatives in Wakiso District, Uganda

The adoption of Early Grade Reading (EGR) Methodology in 2013 in Uganda brought on board different stakeholders to effectively implement it in the education eco-system. With reference to this particular study, we examined the crucial role of Coordinating Center Tutors (CCTs) in Wakiso District, Central Uganda in the effective implementation of EGR methodology. Wakiso District’s socio-economic and cultural diversity necessitates an adaptive approach to EGR, making CCTs indispensable in tailoring instructional methods. Specifically, we set out to scrutinize how CCTs assess EGR instructional practices, and effectiveness of their training programs on effective implementation of EGR in primary schools in Wakiso district. Data was collected from six purposively selected CCTs through face-to-face interviews. Key findings reveal the multidimensional role of CCTs as trainers, mentors, and community engagers. Their instructional practices, range from center-based training to partnered reading, showcasing a holistic strategy. Positive impacts on literacy development, including enhanced comprehension and confidence among learners, under-score the effectiveness of these practices. Continuous professional development initiatives and targeted training contribute significantly to CCT competency, bridging gaps in their earlier college training. In conclusion, the study emphasizes the dynamic role of CCTs in carrying out ongoing support and targeted training programs. The recommendations encompass mentorship programs, collaborative learning environments, diverse instructional methods, continuous professional development, strengthened partnerships, increased community involvement, a structured referral system, and a dynamic learning environment. This study contributes to the understanding of the intricate dynamics surrounding EGR implementation, providing insights for educational policy-makers, practitioners, and researchers aiming to optimize literacy outcomes in diverse contexts.

Correlation of The Application of Teaching At The Right Level (Tarl) With Students' Basic Literacy Outcomes

This study aims to identify the correlation between the implementation of the TaRL (Teaching at the Right Level) approach and the improvement of grade I students' basic literacy learning outcomes. Using a quantitative correlational method, the study involved 25 students grouped into four ability levels: Special Intervention, Basic, Proficient and Advanced. The test results showed that 17 students were at the Special Intervention level, 1 student at the Basic level, 7 students at the Advanced level and none at the Proficient level. Meanwhile, to get data on learning outcomes, students were given multiple choice questions to measure their abilities. Data analysis using the Pearson Product Moment test showed a correlation value of 0.812, which is higher than the critical value of 0.396 at the 5% significance level. This indicates a very strong correlation between the application of TaRL and the improvement of basic literacy learning outcomes based on correlation interpretation. Thus, the null hypothesis (H0: no correlation) is rejected, and the alternative hypothesis (H1 : correlation) is accepted. In conclusion, the application of the TaRL approach is positively related to the improvement of students' basic literacy learning outcomes, demonstrating the effectiveness of this approach in literacy learning.

Improving communication skills in caregivers: an adaptation and pilot test of a brief training module for caregivers of people with cancer in Australia.

Informal caregivers play a pivotal role in providing support to cancer survivors, yet have reported challenges with communicating with health providers to get all the information they need to provide optimal care. We aimed to adapt and pilot test a brief communication skills training program (COMFORT) to improve caregiver-provider communication in an Australian cancer setting. Module adaptation was guided by the cultural adaptation model. A working group completed the module and provided feedback for adaptation. The adapted module underwent pilot testing with cancer caregivers to examine module impact on communication confidence, preparedness for caregiving, health literacy, and psychological outcomes. Semi-structured interviews and survey data provided evidence of acceptability, usability, and preliminary efficacy. Eight working group members provided mostly positive feedback on module language, content, and images. Module modifications reflected Australian services and terminology. Nineteen caregivers provided pre-post-pilot data and participated in semi-structured interviews. Following module exposure, repeated measures t-test analyses showed significant improvements in communication confidence, preparedness for caregiving, health literacy, and depressive symptoms (p < 0.05). Survey and interview data supported the acceptability and utility of the program. The findings support the feasibility and preliminary efficacy of the brief module in improving communication confidence, caregiving preparedness, health literacy, and depressive symptoms in Australian cancer caregivers.

Revisiting the Schooling Inputs Debate: Experimental Evidence From an Early Grade Literacy Intervention in Lao PDR

ABSTRACTDespite the importance of interventions focused on schooling inputs, such as teacher training and provision of reading materials, there is mixed evidence on their impacts on the intensive margin of schooling. In this context, we provide evidence from a randomized controlled trial of a schooling intervention in Lao PDR, which focused on a combination of literacy activities, including teacher training, provision of reading materials, and community engagement in children's education. We show that the 2‐year effect of the literacy activities led to significant improvements in basic and foundational literacy skills for Grade 2 students in Lao PDR. We provide suggestive evidence that improvements in school environment (including more frequent engaging activities in the classroom by the teacher) and improvements in home literacy environment (such as encouraging children to read) play a key role in students' higher literacy outcomes.

The impact of smart classrooms on the core literacy of college English learners and the relationship between core literacy and learning outcomes: Evidence from China

College English major students are taken as the subjects of evaluation, applying learning analysis technology based on learning behaviour data sets and traditional evaluation and comprehensively using the analytic hierarchy process for index weighting and evaluation practice to construct a comprehensive evaluation index system for the core literacy of college English major students. Secondly, this study deeply examines the impact of smart classrooms on the core literacy of college English learners. By applying different regression models, including Ordinary Least Squares (OLS), fixed effects model, and dynamic lagged fixed effects regression, the research results consistently show that the smart English teaching model significantly improves the core literacy of college students. The regression coefficients of all models are between 0.2150 and 0.2818, and they are robust and reliable at a significance level of 1%. In addition, the study explores the role of academic resources as a mediating variable and finds that smart English classrooms improve students' English core literacy by increasing academic resources. Academic resources are confirmed to mediate the positive impact of smart English classrooms on students' English core literacy, producing a mediating effect of 30.78%. Using deep neural networks, this study further explores the complex relationship between core literacy and learning outcomes. Therefore, as an innovative teaching model, the application potential of smart English classrooms in improving students' English core literacy is significant.

Examining the impacts of school bus travel on students' academic performance in two major cities

AbstractSchool buses are a prevalent mode of school travel that may negatively affect students’ academic performance due to numerous factors, including longer commutes. These extended travel times can introduce or exacerbate mental and physical stressors, including air pollution exposure and bullying, while reducing opportunities for health‐promoting activities like physical activity and sleep. While a few researchers have explored the effects of school bus transportation on academic achievement, the research is limited. In this study, we used data from two major Canadian cities, Toronto and Ottawa, to investigate the relationship between the proportion of students commuting by bus to and from school and the percentage meeting standards on standardized tests. We employed beta regression models to analyze performance in reading, writing, math, and literacy across Grades 3, 6, 9, and 10 while controlling for family and income variables that may influence school travel mode and student achievement. Our findings indicate a significant inverse correlation between school bus transportation and academic achievement for Grade 10 literacy. Longer commutes appear to impair academic performance, given that Grade 10 students presumably spend more time on the bus than younger students. Notably, the negative effects on literacy outcomes are greater than on math.

Health literacy and health-related outcomes among preschool educators: a cross-sectional survey

Abstract Background Given the increasing use of childcare services and the shortage of skilled workers, preschool educators are under particular pressure. Health literacy has previously been shown to be an asset for stress and well-being in school principals. Within the organizational health literacy in preschools project, the Health-Literate Preschools Survey aims to assess educators’ health literacy levels and investigate differences in health-related outcomes based on these levels. Methods Preschool educators from a Bavarian county participated in a cross-sectional online survey in February 2024. Sociodemographic information, health literacy, and health-related outcomes (well-being, exhaustion, psychosomatic complaints) were assessed using established self-report tools. Descriptive statistics and variance analyses were carried out using SPSS. Results The sample consists of N = 114 preschool educators from a Bavarian region (94.6% female, Ø 41.5 years). Of the educators, 23.7% showed adequate, 50.0% problematic, and 26.3% inadequate health literacy levels. Kruskal-Wallis H analyses indicated statistically significant differences in well-being (H(2, n = 113) = 14.200, p &amp;lt; 0.001), exhaustion (H(2, n = 114) = 6.098, p = 0.047), and psychosomatic complaints (H(2, n = 114) = 8.910, p = 0.012) across health literacy levels. Conclusions The survey provides first-time insights into preschool educators’ health literacy and health-related outcomes in Germany. Only one-quarter of preschool educators demonstrated adequate health literacy levels. Further, the findings confirm the link between health literacy and well-being and stress already shown for other samples. Health promotion initiatives for preschool staff should focus on strengthening educators’ health literacy, especially given their role model function for children. Key messages • This survey is the first assessment of health literacy among preschool educators, which is an important target group given their role model for young children. • Preschool educators demonstrated overall low levels of health literacy, which is associated with well-being, exhaustion, and psychosomatic complaints.

Limited critical and communicative health literacy is related to poorer health among older adults

Abstract Background Health literacy-related challenges are expected to increase with age due to a discrepancy between individual capacity and health care demands. Knowledge about associations between health literacy and age-related health outcomes among older adults is scarce. This is important to address and promote optimal health in older adults. The study aims to investigate the association between health literacy and health status among older adults and explore differences between the younger old and the oldest old adults. Methods Cross-sectional study using SWEOLD population-based data from 2022, a national representative sample of people 77+ years in Sweden. Univariate and multivariate logistic regression analysis assessed associations between communicative- and critical health literacy and health outcomes. Models were adjusted for age, sex, and socioeconomic status, and stratified by age. Results Significant adjusted associations were found between inadequate and problematic health literacy and less than good self-rated health (OR 2.64, 95%CI: 1.61-4.33; 2.11, 95%CI: 1.40.3.17), and requiring assistance with medicine management (OR 5.26, 95%CI: 2.67-10.38, 2.14, 95%CI 1.08-4.22). Among the younger old (77-84 years) inadequate and problematic HL was associated with having lifestyle-related conditions (OR 1.77, 95%CI: 1.07-2.93, 2.75, 95%CI: 1.33-2.71). Among the oldest old (85+), inadequate health literacy was associated with higher likelihood of poor activities of daily living (ADL) (OR 4.48, 95%CI: 1.99-10.07) and frailty (OR 3.51, 95%CI: 1.43-8.47). Level of frailty increases earlier in age for individuals with limited HL than among those with sufficient HL. Conclusions Limited health literacy is a prevalent issue in the older population and is associated with negative health-related outcomes. To mitigate development of poor health and frailty and to promote healthy ageing, care organisations need to meet the needs of this population in a health literacy friendly way. Key messages • Limited health literacy among the older population is associated with several negative health-related outcomes. • Care organisations need to work actively to mitigate the development of poor health while promoting healthy aging among the older population in a health literacy-friendly and age sensitive manner.

Unlocking Health Literacy: investigating Parental Health Literacy and Child Weight Outcomes

Abstract Background While parental health literacy (HL) is widely recognized as crucial for child health, research on its impact on children’s weight-related outcomes remains limited. This study aims to fill this gap by investigating the associations between parental HL and children’s anthropometric measurements, with a focus on child BMI Z-score and waist-to-height ratio (WHtR). Methods As part of a cluster randomized trial in primary schools serving vulnerable populations, 735 children (51.7% boys, mean age 7.7 years) participated. Parental HL was assessed using the HLS-Q12 questionnaire, comprising 12 items. Health literacy levels, standardized from 0 to 100, were categorized into ‘inadequate,’ ‘problematic,’ ‘sufficient,’ and ‘excellent’ HL. General HL and three specific domains-health promotion, disease prevention, and healthcare-were computed. Children’s weight, height, and BMI were measured following standardized procedures. Regression analyses examined HL’s impact on BMI Z-scores and WHtR. Results Parents with higher HL in disease prevention and health promotion had children with significantly lower BMI Z-scores, even after adjusting for parental education and children’s sex sex [-0.010 (-0.18; -0.0001) and -0.10 (-0.019; 0.01). Similar associations were found for WHtR [-0.0004 (-0.001; -0.0001)]. Parents with excellent HL in general and health promotion had significantly lower WHtR [-0.027 (-0.046; -0.008)] and BMI Z-score [-0.74 (-1.2; -0.28)]. Conclusions This study highlights the significant role of parental health literacy in shaping children’s weight-related outcomes. Higher levels of parental HL in disease prevention and health promotion were linked to lower BMI Z-scores and WHtR in children, independent of parental education and children’s sex. Enhancing parental HL, alongside promoting healthy behaviors and environments for children, could lead to more effective approaches for addressing this public health issue. Key messages • Parental health literacy is associated with children’s weight outcomes, emphasizing the need for HL-focused interventions. • Higher parental HL is associated with lower child BMI Z-scores and waist-to-height ratios, highlighting potential HL’s role in combating childhood obesity.

METHODOLOGY OF WORKING ON THE SPELLING OF PRONOUNS IN PRIMARY CLASSES

The significance of mastering proper nouns and their spelling in primary education is a critical area that warrants focused pedagogical strategies. General Background: Proper nouns serve as foundational elements in language acquisition, yet they are often overlooked in traditional curricula. Specific Background: This oversight presents challenges in developing students' literacy skills, particularly in recognizing and correctly spelling proper nouns. Knowledge Gap: Existing literature lacks comprehensive methodologies that blend theoretical approaches with practical exercises tailored to primary learners. Aims: This article aims to present innovative strategies for teaching proper nouns and their spelling, highlighting effective instructional methods and exercises. Results: Through the implementation of targeted activities and assessments, the findings suggest significant improvements in students' spelling proficiency and overall engagement with language tasks. Novelty: This study contributes a unique framework that integrates contemporary educational theories with hands-on practices, fostering a more interactive learning environment. Implications: The insights garnered from this research underscore the necessity of revising teaching methodologies to prioritize the spelling of proper nouns, ultimately enhancing literacy outcomes in primary education. By addressing the identified knowledge gap, this article serves as a resource for educators seeking to enrich their instructional practices and support students in mastering essential language skills.

Inclusive Teaching and Learning Practices That Promote and Protect Reading and Science Literacy for Palestinian Children

Despite adversities arising from the Palestinian experience, studies have shown that Palestinian students can demonstrate educational resilience. However, a gap in knowledge exists about inclusive teaching and learning strategies that contribute to Palestinian students’ educational resilience. This research uses mixed-effects regression modelling to examine reading and science literacy outcomes of 1279 Palestinian students in UNRWA schools in Jordan. The findings revealed two promotive factors (student online reading and teacher–student relations) and two protective factors (student enjoyment of reading and student control strategies) for reading, and two protective factors (student awareness of environmental matters and student epistemological beliefs about science) for science. Knowledge about the promotive and protective factors has important implications for reading and science educators working with Palestinian children.

Changes in suicide literacy and intentions to ask about suicide: “Community Linker” training for those supporting Aboriginal people

ObjectiveGatekeeper training programs are widely used with promising results for suicide prevention. However, studies have found that when delivered to Indigenous communities, outcomes can be variable or ineffective. This study is a feasibility trial of a gatekeeper program based on the standardised ‘Question, Persuade and Refer’ (QPR) approach, which was adapted to the cultural needs of local Aboriginal communities in the Shoalhaven region of New South Wales, Australia. The study aims to identify whether 1) knowledge of suicide and intentions to help increase over the course of completing the gatekeeper program; 2) participants of different educational backgrounds have similar outcomes in suicide literacy and intentions to help; and 3) Aboriginal people and non-Aboriginal people have similar outcomes. MethodsOne hundred individuals participated in the research, of which 50% identified as an Aboriginal person. Pre- and post-training questionnaires assessed whether participants experienced an increase in suicide literacy and intentions to support others at risk of suicide. ResultsAlthough pre-test scores for suicide literacy and intentions to help were high, these increased significantly from pre- to post-test. Those with no prior gatekeeper training showed larger changes in both suicide literacy and intentions to ask about suicide compared to those with prior training. ConclusionOverall, this study highlights that delivery of culturally adapted gatekeeper training is associated with improved suicide literacy and intentions to ask about suicide amongst trainees.

Adolescents’ health literacy is directly associated with their physical activity but indirectly with their body composition and cardiorespiratory fitness: mediation analysis of the Slovak HBSC study data

BackgroundHealth literacy is a core public health issue in relation to children and adolescents associated with multiple health behaviours and health outcomes. The aim of the study is to test the direct associations between health literacy, physical activity behaviour, health outcomes of body composition and cardiorespiratory fitness among Slovak adolescents and possible indirect effect of health literacy on health outcomes of body composition and cardiorespiratory fitness mediated by adolescents’ physical activity behaviour.MethodsData from the Slovak Health Behaviour in School-aged Children (HBSC) study conducted in 2022 were used. For the purposes of this study, a subsample of the adolescents (n = 508; mean age = 14.50; SD = 0.82; 54.3% boys) which provided HBSC questionnaire data on health literacy, moderate-to-vigorous physical activity and vigorous physical activity and participated in body composition (InBody 230) and cardiorespiratory fitness (20-m shuttle run test) measurements. Data were analysed using linear regression analysis.ResultsThe findings showed that higher health literacy of the adolescents was directly associated with higher frequency of physical activity represented by moderate-to-vigorous physical activity and vigorous physical activity and only with the visceral fat area in the crude model. Furthermore, there was an indirect effect of health literacy on cardiorespiratory fitness and most of the body composition variables (except the Body Mass Index) which was mediated by physical activity of the respondents.ConclusionsHealth literacy is indirectly associated to body composition and cardiorespiratory fitness through higher frequency of physical activity. It seems that health literacy as cognitive and social competencies need behavioural components to be involved in the proposed causal pathway between health literacy and health outcomes. Our findings may contribute to the process of creating a framework for future health literacy interventions in adolescents.

The Effects of Morphological Instruction on Literacy Outcomes for Children in English-Speaking Countries: A Systematic Review and Meta-Analysis

In this pre-registered meta-analysis, we investigated the effectiveness of morphology instruction on literacy outcomes for primary school children in English-speaking countries. We were interested in overall reading and spelling outcomes, but we also looked separately at results for trained and untrained words in order to determine whether there was evidence of transfer to untrained words. Further, we were interested in whether results transferred beyond the word level to reading comprehension outcomes. Our screening process revealed 28 eligible studies, which contributed 177 effect sizes to the analyses. Robust variance estimation methods were used to account for dependence between effect sizes. Overall, effect sizes on reading and spelling outcomes were small to moderate. Effect sizes were larger for trained words than untrained words. There was evidence of transfer to untrained words for spelling outcomes, but not for reading outcomes. There was also no clear evidence of effects on reading comprehension outcomes. In general, the evidence was characterised by large amounts of heterogeneity and imprecision, which was reflective of the wide variety within and between studies in terms of intervention content, outcome measures, intervention dosage and type of control group. We discuss the limitations of the current literature and make recommendations for future research and practice in the field of morphology instruction. (207 words – max 250).