Multiple Reading Research Articles

Chinese adolescents' reading engagement profiles and their relations to self‐concept and reading literacy

BackgroundPrevious studies on reading engagement have generally used variable‐centred approaches to examine whole‐sample averages. Few have assumed a person‐centred approach, especially latent profile analysis (LPA), to examine students' reading engagement profiles. Although one study employed LPA to identify the reading engagement profiles of Chinese adolescents, how engagement dimensions combine within individuals was not clear from its results.MethodsThis study used LPA to examine the reading engagement profiles of 12,058 Chinese adolescents based on their patterns of behavioural, cognitive and emotional engagement. Additionally, how profile membership relates to self‐concept and reading literacy was examined.ResultsFour reading engagement profiles were identified: engaged (moderate to high on all three dimensions), moderately engaged (moderate on all three dimensions), disengaged (low on all three dimensions) and moderately cognitively engaged (moderate cognitive engagement/low behavioural and emotional engagement). Students with a higher reading self‐concept were more likely to exhibit a pattern of moderate to high engagement. Students with higher engagement patterns attained higher reading achievement.ConclusionsChinese adolescents showed multiple reading engagement profiles that were differently related to self‐concept and reading literacy. Teachers should be aware of subgroups of students displaying different reading engagement patterns and be able to evaluate and then address them with appropriate instructional practices.

Niejednoznaczny urok tajemnicy. Tajniki lektury hipertekstów

The article discusses the phenomenon of multiple reading of literary hypertexts. The construction of electronic hypertext is conducive to creating uncertainty and generates both: story and structural puzzles. The author on the example of the afternoon. a story by Michael Joyce discusses the characteristics of this type of literary works, which by involving the reader in the process of creating the course of the plot, put him before new challenges. Hypertext multiplies questions and riddles, plays with suspense as a ploy that promises a solution, and delays the fulfillment of the promise indefinitely. At the same time, it refers to solutions known from twentieth-century experimental novels.

Genome-Wide Comparative Analysis of Lactiplantibacillus pentosus Isolates Autochthonous to Cucumber Fermentation Reveals Subclades of Divergent Ancestry.

Lactiplantibacillus pentosus, commonly isolated from commercial cucumber fermentation, is a promising candidate for starter culture formulation due to its ability to achieve complete sugar utilization to an end pH of 3.3. In this study, we conducted a comparative genomic analysis encompassing 24 L. pentosus and 3 Lactiplantibacillus plantarum isolates autochthonous to commercial cucumber fermentation and 47 lactobacillales reference genomes to determine species specificity and provide insights into niche adaptation. Results showed that metrics such as average nucleotide identity score, emulated Rep-PCR-(GTG)5, computed multi-locus sequence typing (MLST), and multiple open reading frame (ORF)-based phylogenetic trees can robustly and consistently distinguish the two closely related species. Phylogenetic trees based on the alignment of 587 common ORFs separated the L. pentosus autochthonous cucumber isolates from olive fermentation isolates into clade A and B, respectively. The L. pentosus autochthonous clade partitions into subclades A.I, A.II, and A.III, suggesting substantial intraspecies diversity in the cucumber fermentation habitat. The hypervariable sequences within CRISPR arrays revealed recent evolutionary history, which aligns with the L. pentosus subclades identified in the phylogenetic trees constructed. While L. plantarum autochthonous to cucumber fermentation only encode for Type II-A CRISPR arrays, autochthonous L. pentosus clade B codes for Type I-E and L. pentosus clade A hosts both types of arrays. L. pentosus 7.8.2, for which phylogeny could not be defined using the varied methods employed, was found to uniquely encode for four distinct Type I-E CRISPR arrays and a Type II-A array. Prophage sequences in varied isolates evidence the presence of adaptive immunity in the candidate starter cultures isolated from vegetable fermentation as observed in dairy counterparts. This study provides insight into the genomic features of industrial Lactiplantibacillus species, the level of species differentiation in a vegetable fermentation habitat, and diversity profile of relevance in the selection of functional starter cultures.

INSERTING READ, ENCODE, ANNOTATE AND PONDER (REAP) STRATEGY TO ENHANCE STUDENTS’ READING COMPREHENSION

The purpose of this study is to determine whether or not utilizing the REAP technique can help students with reading comprehension, specifically at the literal and inferential levels. By administering multiple choice reading questions as an instrument for the pre-test, treatment, and post-test with one group, the researcher employed a pre-experimental approach to gather data regarding narrative texts. The class IX.9 students from SMP Negeri 9 Makassar served as the study's sample. The results of this study showed that there was an improvement in score following treatment. Based on the paired sample test, where the sig (2-tailed) value is 0.00 0.05, it can be concluded that the use of read, encode, and annotate was successful.

The Ukrainian novel in verse at the present stage: state and prospects of development

The level of literary research on the geneological characteristics of the 21st century, marked by the expansion of the traditional genre system, has noticeably intensified. The purpose of the article is to consider the Ukrainian novel in the poems of the 21st century, to determine its genre originality (author’s and reader’s) as an important regulator of aesthetic communication. The object of research is the texts of novels in verse, prefaces to them, comments of authors and critics regarding the creation of texts and genre modification.
 Ukrainian novel in poems of the 21st c. is characterized by the analysis of narrative structures, a set of ideas, concepts aimed at highlighting the cultural and historical heritage of the past through its multiple reading by the recipient. Emphasis is placed on the author's (textual) and classification (reader’s) mode of their creation, which makes it possible to clarify the historical and theoretical dynamics of textual traditions, the history of writing, is the key to communicative influence on the reader, perception of the paradigm of the genre. The plots of Ukrainian novels in verse are presented in accordance with the principles of the postmodern era with a radical rethinking of aesthetic, spiritual, philosophical foundations of human existence and a new concept of worldview, focused on personal experiences of socio-cultural challenges, mental breakdowns and political crises.
 The study examines Ukrainian novels in poetry of the 21st century by L. Horlach, A. Hudyma, I. Kozak, V. Marsyuk, R. Pаstuch, I. Pavlyuk, O. Omelchenko, M. Tіutіunnyk und А. Shkulipa, who created the following genre varieties, were considered: historical novel in verse, historical poetry novel, novel-song, novel-meditation in poetry, satirical, grotesque novel in verse, virtual novel, autobiographical novel in poetry, whimsical novel in verse, historical-philosophical-fantasy novel-essay, lyrical novel in verse, novel-trilogy in verse, a lyrical-musical novel in verse. In these novel structures, the past and the present are mutually projected onto the future, spiritually constructing it, forming moral and ethical norms, canons of national consciousness.
 Thus, emphasizing the genre modification of the modern Ukrainian novel in verse, various examples of its genre varieties, we took into account the author’s and reader’s genre definition, because the structural isolation and semantic definition of the genre are related to the author’s origin, looseness and devotion – with the reader. This does not mean that the creative design of the text is localized in the sphere of the author, and the semantic life after the design belongs to the sphere of the reader. Ukrainian novels in the poems of the 21st century are designed for the real world; they are carriers of aesthetic comprehension of national identity, new landmarks in space human / world with a wide range of significant events, cultural types, internal image-structural and compositional-poetic organization, genre-style and genre-content diversity, which requires further, more thorough research.

Labyrinthes par Franck Thilliez

Reviewed by: Labyrinthes par Franck Thilliez Nathalie G. Cornelius Thilliez, Franck. Labyrinthes. Fleuve, 2022. ISBN 978-2-265-15555-8. Pp. 374. For those seeking to challenge their minds, this page-turning thriller offers multiple reading options. A free-standing detective mystery, the novel opens with police officer Camille Najinksi, who is tasked with solving the case of a brutal murder whose only suspect is an amnesiac found clutching a black bishop chess piece. Fortunately, hospital psychiatrist Fibonacci can shed some light on the situation. With a warning about the dangers of paramnesia and its capacity to create false memories, he relates the tale the unidentified woman shared with him before losing her memory. The subsequent account alternates between five women: Lysine, a journalist who discovers a disturbing film left in a post office box in her name; Véra, a psychiatrist whose electromagnetic hypersensitivity has forced her to seek refuge in an isolated region of the Vosges; Sophie, a novelist whose premonitions seem to become a tragic reality; Julie, a kidnapping victim sequestered and psychologically tortured by renowned author Caleb Traskman; and Ariane, a young woman of unknown origins who compulsively draws murals of mazes. It is up to the reader and Nijinski to find out why these women find themselves trapped in labyrinthine spaces struggling with memory loss and an inexplicable sense of imminent danger. For the appreciation of astute sleuths, peppered throughout the novel's tightly constructed structure, are clues in the form of mythological, scientific, and artistic allusions, symbolic objects, and word plays. Those familiar with Thilliez will also find that his latest work sheds new light on the secondary characters of Julie Moscato and Caleb Traskman, who, although of core importance to Thilliez's Il était deux fois (2020) and Le manuscrit inachevé (2018), never physically appeared in them (see my earlier reviews in FR 95:1 and FR 92:4 respectively). Without contradicting the detectives' investigations in these earlier novels, Labyrinthes, when taken as the third installment of a trilogy, elucidates further truths. Finally, as has come to be expected of Thilliez, the author invites the reader to go beyond the entertainment value of his fiction and bridge his literary world with the reader's own reality. The novel's references to authentic visual and literary shock artists spark reflection on the interplay of art and violence. Thilliez's exploration of the power of the mind, well-engrained in the riveting storyline, is encapsulated at the end of the book by seemingly random letters scattered about a labyrinth for the reader to solve. The word revealed by finding a passage through the maze, itself another nod to the earlier installments of the trilogy, unlocks an additional online chapter in which the author shares his metacognition for the novel's inner workings. Although at times gory and violent, this is one of Thilliez's best. For those who enjoy being engaged not just viscerally but also intellectually, Labyrinthes is great fun for both Thilliez's avid fans and neophytes to his universe. [End Page 250] Nathalie G. Cornelius Bloomsburg University of Pennsylvania Copyright © 2023 American Association of Teachers of French

Design of English Guidance Information System Based on Multiple Reading and Writing Information Fusion Algorithm

Diversified literacy is a new requirement for students' literacy in today's information globalization and culturally diverse society. In college English teaching, based on the theory of multiple reading and writing, this paper designs an information-based system to guide the teaching of college English. According to the four steps of multiple reading and writing teaching method, students are trained in visual reading and writing, media reading and writing, digital reading and writing, and digital reading and writing. Multiple reading and writing skills such as critical reading and writing. Master multiple ways to build a multi-modal teaching model, and optimize the available multi-modal resources to the greatest extent, so as to stimulate the interest of non-English majors in English learning and cultivate their multiple reading and writing skills Ability and comprehensive application ability of English.

Assessing the strategic levers in the discourse of best-performing CEOs: a three-dimensional model

PurposeThe main purpose of this paper is to assess the patterns in the public discourse of successful chief executive officers (CEOs) in terms of performance, with the CEO's strengths and aspects to improve.Design/methodology/approachThis paper aligns with the literature that appraises CEO public discourse and relevance. From the literature review, the strategic levers in CEO discourse toward high performance are identified. The CEO letters in the period 2017–2019 of the top 25 best performing CEOs (BPCs) according to Harvard Business Review ranking 2019 are qualitatively examined through a multiple close reading analytical technique and multiple correspondence analysis (MCA) is applied to assess the patterns.FindingsThe paper delivers a three-dimensional model representing how the identified strategic levers are articulated by BPCs in the BPC's discourse following diverse patterns. This paper points out BPC's strengths, among them a high level of moral reasoning compared to previous studies and improvable areas such as the extended absence of autocritique at the firm and personal level or the lack of leverage on the need for agility and proactive adaption.Practical implicationsThis paper contributes further CEO awareness of the strategic role of the discourse and offers clues to enhance CEO awareness, as well as criteria for boards of directors to appraise CEO discourse.Originality/valueAdopting a novel approach, this paper addresses the strategic levers triggered by CEOs in their letters from a managerial implication perspective, providing relevant theoretical insight on how they are articulated.

The Correct Quranic Readings in Explanation of Al-Baidawi (died in 685 H) the second half from surat Al-maada :Collection and Direction

All praise is due to Allah. Who graces good deeds, and peace upon the prophet who is the seal and to whom has been sealed al messages, and peace upon all his companions and those who follow them till judgment day and after in : This paper deals with collecting and directing the correct Quranic readings in (Albaidawi's explanation which is called: Anwar Altanzeel wa Asrar Altaweel), the second half from Surat Al-maada, I followed the way in which I study in details. That has been achieved by following Alemam Albaidawi's speeches in narrating verses in which the correct Quranic readings are mentioned, collecting and directing , the analytical method deals with studying the verses in which the correct Quranic readings are mentioned , and verifying them by multiple reading books and directing them by depending on book of protests , reasons, linguistics , morphology and etc . then dividing verses in which the correct Quranic readings are mentioned into paragraphs, and number the verse which one wants to search for or look for.

The role of relevance determinations in multiple text reading and writing: an investigation of the MD-TRACE

ABSTRACT This study examined the role of relevance determinations within the context of undergraduates’ multiple text reading and writing. In this study, undergraduate students were randomly assigned to one of two experimental conditions (i.e., to compose a research report about either the causes of or the solutions to the urban housing crisis), using a library of 12 digital texts (six more relevant and six less relevant to students’ assigned task condition). Guided by the Multiple Documents Task-Based Relevance Assessment and Content Extraction (MD-TRACE) model, we identified the key features that students included in their task models, used log data to profile students’ text selection justifications and navigation, and categorized students’ writing as task-relevant or not. As such, we found students’ relevance determinations to play a key role in forming task models prior to text access, selecting and navigating texts during multiple text use, and composing a task product after accessing multiple texts. While we did not find students’ initial task models to be associated with their patterns of text selection justifications or navigation nor with writing performance, we did find differences in writing performance across students belonging to different text selection justification and navigation profiles. Implications for theory and research on learning from multiple texts are discussed.

Classroom Teaching Design Based on Multiple Reading and Writing Theory—From the Perspective of Conceptual Metaphors

In traditional English teaching, the teaching strategy is relatively simple and the teaching quality is relatively low. In the new era, the education for English majors needs to develop in a diversified way to cultivate students’ comprehensive abilities. In practical application,based on the cultivation of students’ reading ability and writing ability, the theory of multiple reading and writing can enrich the course teaching, enhance students’ interest in the classroom and cultivate and educate students with higher quality. In this process, teachers can skillfully integrate conceptual metaphors to improve students' comprehensive abilities.

Importance-Aware Information Bottleneck Learning Paradigm for Lip Reading

Lip reading is the task of decoding text from speakers' mouth movements. Numerous deep learning-based methods have been proposed to address this task. However, these existing deep lip reading models suffer from poor generalization due to overfitting the training data. To resolve this issue, we present a novel learning paradigm that aims to improve the interpretability and generalization of lip reading models. In specific, a Variational Temporal Mask (VTM) module is customized to automatically analyze the importance of frame-level features. Furthermore, the prediction consistency constraints of global information and local temporal important features are introduced to strengthen the model generalization. We evaluate the novel learning paradigm with multiple lip reading baseline models on the LRW and LRW-1000 datasets. Experiments show that the proposed framework significantly improves the generalization performance and interpretability of lip reading models.

Using Readable English leads to reading gains for rural elementary students: An experimental study.

This study measured whether and to what degree Readable English effectively improves reading fluency and comprehension skills of adolescent learners. This experimental study (N = 855) measured the efficacy of two different multiple component reading programs for students in grades three, four, and five. Students were pre-and post-tested using EasyCBM Grade Level Reading Benchmarks. Students scoring at/below the 30th percentile on either benchmark were also assessed with the WRMT-3 Passage Reading Comprehension and Oral Reading Fluency measures. Students received 45-60 instructional hours in either Readable English or Amplify CKLA during their regular ELA class. Students who received Readable English instruction significantly outperformed students in the typical practice condition on all measures of reading fluency and comprehension. The intervention condition's EasyCBM benchmark reading rate (m = 29.6 WCPM), reading accuracy (m = 3.1%), and comprehension (m = 1.9) surpassed the control group's reading rate (m = 17.4 WCPM), accuracy (m = 0.7%), and comprehension (m = 0.7) WRMT-3 ORF showed students in the Readable English intervention condition (m = 13.4 growth scale values [GSV] and m = 1.0 grade equivalency) outscored students in the control condition (m = 7.8 GSV and m = 0.5 grade equivalency). WRMT-3 Passage Comprehension showed Readable English students (m = 11.0 GSV and m = 0.9 grade equivalency) outgrew control condition students (m = 4.4 GSV and m = 0.3 grade equivalency). In a school year fraught with pandemic instructional interruptions and learning loss, students in grades 3-5 who received Readable English instruction closed reading gaps. The meaningful gains in reading rate and accuracy experienced by students in the intervention group will give exponential word reading volume dividends to students able to read text faster and more accurately going forward, helping them become more skilled readers.

INDEKS MINAT BACA MASYARAKAT; STUDI KASUS DI KOTA KEDIRI, JAWA TIMUR

To improve the literacy rate of the population, the government, through the Ministry of Education and Culture, has initiated the National Literacy Movement (GLN) program since 2016, consisting of the School Literacy Movement (GLS), Family Literacy Movement, and Community Literacy Movement. motion exists. The National Literacy Movement has encouraged the growth of a reading culture. The purpose of habituation is to increase interest in reading and improve reading skills so that knowledge can be acquired better. The researchers chose Kediri city in East Java. Kediri City is a service city, a city with a thriving trade and service industry. The purpose of this study is to determine how to develop a test of variables and indicators that represent reading habits and suitable indicators for measuring levels of reading habits. Reading habits in Kediri city. East Java. According to the findings, the Kediri City Reading Interest Index is in the top category with 79.7, the score he is composed of four index dimensions. Each index value mentioned for the city of Kediri is a skill dimension index of 93.9. An Access Dimension Index of 65.3 belongs to the high category. 90.3 Very High Categorical Alternate Dimension Index. The cultural dimension index is 69.2, which is in the high category. The nine years of obligatory schooling are a great contribution to Kediri Municipality's efforts to increase community literacy, and electronic reading material for smartphones and computers (laptops, PCs, tablets, and/or tablets) that supports Latin letter reading and writing is also available. According to the aforementioned statistics, there is truly very great potential for local communities to independently provide print reading and Internet networks, as well as the use of computer devices that bridged the majority of the access to multiple reading sources. Therefore, we must concentrate on promoting more streamlined, secure, and dependable access.

Educational Technology in Support of Elementary Students With Reading or Language-Based Disabilities: A Cluster Randomized Control Trial

Experts laud the potential of educational technology (edtech) to promote reading among students with disabilities, but supporting evidence is lacking. This study evaluated the effectiveness of the Lexia® Core5® Reading edtech program (Core5) on the Measures of Academic Progress® (MAP) Growth Reading™ and easyCBM oral reading fluency performance of students with reading or language-based disabilities in Grades K to 5. Core5 systematically addresses multiple reading domains and previously was effective in general education. We hypothesized treatment students using Core5 would outperform controls on the reading assessments. This was a cluster randomized effectiveness evaluation, with condition assignment by school (three treatment and two business-as-usual control schools). Participating students in Grades K to 5 (N = 115; nTreatment = 65) were flagged by their Chicago-area district as needing reading intervention and had Individualized Education Program (IEP) designations of specific learning disability, speech or language impairment, or developmental delay. Treatment students used Core5 to supplement Tier 1 instruction for an average of 58.76 minutes weekly for 24.58 weeks. Regressions revealed treatment students outperformed controls on MAP (B = 3.85, CI = 0.57–7.13, p = .022, d = .24), but there were no differences for oral reading fluency. MAP findings confirm edtech can effectively supplement reading instruction for this population.

Feature: Teaching Reading as Raciolinguistic Justice: (Re)Centering Reading Strategies for Antiracist Reading

Antiracist education practices have gained increasing attention. Oftentimes, however, descriptions of this work fail to explicate the role of reading skills in students’ critical engagement with diverse texts. I explore the potential of metacognitive reading strategy instruction as a form of foundational literacy skills development for engaging in antiracist reading. Drawing from my experiences as a female of color and a coordinator and instructor of integrated reading and writing, I expand upon the concept of raciolinguistically just reading instruction, describing how students can document their application of multiple foundational reading strategies through the meta-strategy of annotation and other metacognitive practices. In particular, I focus on how students’ annotations can reflect their work in making text-based connections. Such annotation practice enacts a culturally sustaining pedagogy that amplifies student voices and their role as knowledge producers. I conclude by considering the larger role of decentering the instructor to foster students’ antiracist reading.

Popular culture texts in education: The effect of tales transformed into children's media on critical thinking and media literacy skills

This study focuses on the effect of using postmodern tale films, which are based on the transformation of a text and enable multiple reading, as an educational tool on critical thinking and media literacy skills. In the study, which was structured as an embedded mixed design in order to achieve this aim, qualitative data were embedded in the experimental intervention and it was aimed that one data type play a supporting role for the other. The study group consists of 43 students studying at the 7th grade in an official secondary school in the province of Mus, in the fall semester of the 2021–2022 academic year. During the 8-week application period, while activities designed with media contents including the transformation of tales were practiced in the experimental group (n = 21), activities in the current Turkish textbook were practiced in the control group (n = 22). In this period, “critical thinking skills test” developed by Eğmir and Ocak (2016), “media literacy scale sensitive to entertainment purpose” developed by the authors, semi-structured interview forms, and semi-structured observation form were used as data collection tools. It was concluded that the application designed with activities in which media contents containing tale transformations were used made a significant difference in favor of the experimental group on critical thinking and media literacy skills of students. In addition to this, observations made during these activities and products created by students showed that reflective and creative thinking skills were also positively affected in relation to critical thinking and media literacy skills. Quantitative data showing the results of these effects are supported by qualitative data helping to understand in which direction and how these effects occur.

Simboli religiosi e beni culturali nei videogiochi: intersezioni tra gaming and religion, ovvero due destini ineludibilmente comunicanti. Nuovi spazi di ricerca e riflessione teorica

SOMMARIO: 1. ‘E la mirabile coppia apparve’: prolegomeni allo studio dei rapporti tra gaming and religion ˗ 2. Una mappatura del campo di indagine dei Digital Religion Studies: gaming as religion, didactic digital games … ˗ 3. … religion in gaming: ovvero cattedrali, moschee, schiere di angeli e demoni nelle narrazioni videoludiche ˗ 4. ‘Gli amori difficili’: la problematica relazione tra gaming and religion ˗ 5. Il diritto sulla scena: gaming and religion con gli ‘occhiali del giurista’ ˗ 6. Un puzzle di norme diverse e contrastanti: una radiografia sulla libertà di panorama in Europa … ˗ 7. … e in Italia ˗ 8. Postille conclusive: spunti di riflessione de iure condendo.
 Religious symbols and cultural heritage in videogames: intersections between gaming and religion, or two inescapably communicating destinies. New spaces for research and theoretical reflection
 ABSTRACT: Within a multiple reading grid, this contribution aims first of all to focus on the theme of the migration of religious symbols outside their natural ecosystem, electing videogames among the many ‘profane’ and even 'pop' languages ​​of mass media society. Starting from the ancient marriage between games and religion, we will investigate the forms in which the religious material ˗ Christian and non ˗ is shaped within the world of videogames, trying to perimeter the field of investigation of that very particular line of research called Digital Religion Studies. Subsequently, starting from the famous case of Manchester cathedral, we will try to demonstrate the problematic nature of the relationship between gaming and religion. By shifting the wide angle to the field of law, the legal regime reserved for videogames will be elucidated, albeit skeletally, and then highlight how the classification systems of videogame contents do not protect the religious feeling of the faithful. The Manchester controversy will also provide an opportunity to investigate that labyrinthine plexus of provisions that governs the digital reproducibility of cultural heritage. It will end with some de jure condendo reflections on the regulation of religious data in videogames and on the subject of freedom of the panorama.

Start shallow and grow deep: The development of a Hebrew reading brain

Brain plasticity implies that readers of different orthographies can have different reading networks. Theoretical models suggest that reading acquisition in transparent orthographies relies on mapping smaller orthographic units to phonology, than reading opaque orthographies; but what are the neural mechanisms underlying this difference? Hebrew has a transparent (pointed) script used for beginners, and a non-transparent script used for skilled readers. The current study examined the developmental changes in brain regions associated with phonological and orthographic processes during reading pointed and un-pointed words. Our results highlight some changes that are universal in reading development, such as a developmental increase in frontal involvement (in bilateral inferior frontal gyrus (IFG) pars opercularis), and increase in left asymmetry (in IFG pars opercularis and superior temporal gyrus, STG) of the reading network. Our results also showed a developmental increase in activation in STG, which stands in contrast to previous studies in other orthographies. We further found an interaction of word length and diacritics in bilateral STG and the visual word form area (VWFA) across both groups. These findings suggest that children slightly adjust their reading depending on orthographic transparency, relying on smaller units when reading a transparent script and on larger units when reading an opaque script. Our results also showed that phonological abilities across groups correlated with activation in the VWFA, regardless of transparency, supporting the continued role of phonology at all levels of orthographic transparency. Our findings are consistent with multiple route reading models, in which both phonological and orthographic processing of multiple size units continue to play a role in children's reading of transparent and opaque scripts during reading development. The results further demonstrate the importance of taking into account differences between orthographies when constructing neural models of reading acquisition.

What Do Children Want to Read? A Case Study of How One Primary School Library Supported Reading for Pleasure

In a landscape where children report that they enjoy reading less, parents, educators and policymakers are increasingly concerned about how to engage children in reading for pleasure. School libraries are core spaces for encouraging reading for pleasure. This mixed-methods case study examines the reading choices and preferences of students in one primary school to understand what children read, how their reading tastes change across the primary years, and how the school library supports their reading for pleasure. Findings showed a shift in children’s reading tastes across the years as they mature in their reading and interests. Children engage in repeated reading and the multiple reading of many books, series books, and comics remain popular, and recommendations are a key strategy for children to discover new reads. Two key priorities for school libraries keen to promote reading for pleasure emerge: building a contemporary book collection in school libraries that is interesting to children’s similar and diverse tastes and creating opportunities for children to find new materials to pique their interest in reading.