Reading Activities Research Articles

Dissecting the causal role of early inferior frontal activation in reading.

Cognitive models of reading assume that speech production occurs after visual and phonological processing of written words. This traditional view is at odds with more recent magnetoencephalography studies showing that the left posterior inferior frontal cortex (pIFC) classically associated with spoken production responds to print at 100-150 ms after word-onset, almost simultaneously with posterior brain regions for visual and phonological processing. Yet the theoretical significance of this fast neural response remains open to date. We used transcranial magnetic stimulation (TMS) to investigate how the left pIFC contributes to the early stage of reading. In Experiment 1, 23 adult participants (14 females) performed three different tasks about written words (oral reading, semantic judgment and perceptual judgment) while single-pulse TMS was delivered to the left pIFC, fusiform gyrus or supramarginal gyrus at different time points (50 to 200 ms after word-onset). A robust double dissociation was found between tasks and stimulation sites - oral reading, but not other control tasks, was disrupted only when TMS was delivered to pIFC at 100 ms. This task-specific impact of pIFC stimulation was further corroborated in Experiment 2, which revealed another double dissociation between oral reading and picture naming. These results demonstrate that the left pIFC specifically and causally mediates rapid computation of speech motor codes at the earliest stage of reading and suggest that this fast sublexical neural pathway for pronunciation, although seemingly dormant, is fully functioning in literate adults. Our results further suggest that these left-hemisphere systems for reading overall act faster than known previously.Significance Statement Recent neuroimaging data suggest that left posterior inferior frontal cortex, classically associated with spoken production, responds to print simultaneously with left fusiform and supramarginal gyri, each responsible for visual and phonological processing, contrary to traditional serial cascade models of reading. While the region is now known to mediate different aspects of cognitive processing, the functional significance of this fast neural response remains unclear. Using transcranial magnetic stimulation, we show that early inferior frontal activation plays a specific and causal role in speeded oral reading at 100 ms after word-onset. This fast sublexical neural pathway for pronunciation, although seemingly dormant, is fully functioning in literate adults. We also propose that the left-hemisphere reading systems act differently and faster than known previously.

“They're Like Slash”: Multimodality and Embodied Agency in Students' Critical Engagements with Texts

AbstractDespite recent calls to more fully incorporate multimodal perspectives into literacies research, there is still limited scholarship examining how students critically engage in reading activities by drawing on embodied practices. Racially and linguistically minoritized students are particularly disadvantaged by dominant logocentric and developmentalist approaches, which privilege oral and written discourse and often position these students as less capable of performing complex literacy practices. Drawing from three independent ethnographic studies, our multimodal interactional analysis examines how students of a range of ages and raciolinguistic backgrounds use embodied actions and other semiotic resources to agentively navigate text, task, and ideological constraints in activities involving reading and analyzing texts. Our analysis demonstrates the crucial role of students' embodied practices in expanding upon and challenging the constraints of literacy activities, focusing particularly on how students leveraged epistemic stance‐taking, embodied affective responses, and embodied forms of argumentation to negotiate and co‐construct meaning. Through a focus on embodied agency, this paper presents and applies an interactional perspective on the embodied nature of literacy activities; shows how students' creative mobilizations of embodied and other semiotic resources contribute to their critical readings of texts; and offers pedagogical and methodological implications for ways educators and researchers can attend to the intricacies of students' embodied sense‐making in literacy activities.

“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.

University students' metacognitive awareness of reading strategies (MARS) in online reading and MARS' role in their English reading comprehension.

Investigation about metacognitive awareness of reading strategies (MARS) has mainly focused on paper-based reading rather than online reading. Gender, reading media preferences, and English proficiency levels (EPL) account for students' differences in MARS. However, existing studies are still debating the predictive power of these variables on MARS. MARS was assumed to influence English reading comprehension even though research that firmly supports this assumption seems rare. Therefore, we examined Indonesian university students' MARS in online reading activities using data from 1412 university students in Indonesia. They were categorized into gender, reading media preferences, and EPL. The One-Way MANOVA results showed students' differences in MARS based on their gender, (F = 20.456, p < 0.05), reading media preferences, (F = 2.82, p < 0.05), and students' EPL, (F = 5.988, p < 0.05). The multiple regression analysis showed that global, support, and problem-solving strategies were simultaneously associated with English reading comprehension scores. This study emphasizes the effect of the variables on students' MARS differences and discloses the association between MARS and English reading comprehension.

Exploring Parent's Needs for Children-Centered AI to Support Preschoolers' Interactive Storytelling and Reading Activities

Interactive storytelling is vital for preschooler development. While children's interactive partners have traditionally been their parents and teachers, recent advances in artificial intelligence (AI) have sparked a surge of AI-based storytelling and reading technologies. As these technologies become increasingly ubiquitous in preschoolers' lives, questions arise regarding how they function in practical storytelling and reading scenarios and, how parents, the most critical stakeholders, experience and perceive these technologies. This paper investigates these questions through a qualitative study with 17 parents of children aged 3-6. Our findings suggest that even though AI-based storytelling and reading technologies provide more immersive and engaging interaction, they still cannot meet parents' expectations due to a series of interactive and algorithmic challenges. We elaborate on these challenges and discuss the possible implications of future AI-based interactive storytelling technologies for preschoolers.

Quality Learning Environment and Community Participation: Report on a Literacy Boost Project in Indonesia

This article reports the outcomes of community participation and quality learning education resulting from the MEMBACA II project. MEMBACA (Making Early Matter through Books and Community Action) is a literacy project that targets young children in Indonesia. The MEMBACA project includes teacher training, community reading activities, and age-appropriate local language material creation to support emergent literacy skills among early-grade children. These skills include letter awareness, single-word reading of most used words, reading fluency, reading accuracy, and reading comprehension. 31 participants involved in this study, purposively selected to be interviewed through the phone. The thematic analysis found that a better learning environment was produced, a code of conduct is now available in schools, and it has helped in mainstreaming a more positive disciplining approach to teachers. This study has also identified that villages are now allocating their village fund for supporting literacy activities, although the process has experienced a setback in the year 2020 due to the pandemic. Further, while teachers’ capacities were increased due to various activities, learning environments are still troubled by poor infrastructures and a lack of community awareness. Engagement of communities and local government were mostly improved, with major problem lies in the continuity of the literacy-related activities, affected by various factors including poor advocacy and COVID-19 pandemic.

Non-Attendance in Randomized Remote Mental Health Clinical Trial During the COVID-19 Pandemic

During the COVID-19 pandemic, a significant increase in psychiatric symptoms was found among essential service professionals (professionals or interns from the health and educational sector) who were exposed to high-risk contamination areas. These symptoms impair functionality, impacting quality of life, work, autonomy, and relationships. Recent data show that brief interventions are effective; however, between 20 and 30% of those individuals often do not attend their scheduled appointments. This study aimed to identify variables related to non-attendance for remote telepsychotherapy among participants with COVID-19-related emotional distress compared to those who initiated treatment. We included 2097 essential service professionals with PROMIS (Patient-Reported Outcomes Measurement Information System) T-scores ≥70 for anxiety, depression, or irritability who scheduled a remote mental health appointment. Participants completed clinical and sociodemographic data, mental health risk and protective factors, and PROMIS subscales. We conducted a binary logistic regression, using attendance vs. non-attendance as the dependent variable and these demographic and clinical characteristics as independent variables. Of the 2097 participants, 230 (11%) did not attend the first session despite three rescheduling attempts. Non-attendance was associated with the presence of irritability and seeking treatment during the second COVID-19 wave. In contrast, anxious symptoms, older age, and coping mechanisms that typically include intellectual and reading activities were associated with attendance. Our findings shed light on non-attendance patterns in mental health services, revealing that personal characteristics and environmental factors significantly contribute to missed appointments. Understanding these dynamics can improve patient engagement and adherence to mental health treatments, particularly in the context of telepsychotherapy during the COVID-19 pandemic.

Including adults and peers through translanguaging in literacy activities

ABSTRACT Translanguaging in reading activities in Early Childhood Education and Care (ECEC) can result in child engagement, language learning and the development of multilingual identities. Few studies have explored the engagement of very young children and languaging when they participate in activities with both educators and parents. The present study therefore investigates the ways in which educators in two daycare centres and parents jointly supported children when the parents read in the home language as well as the children’s engagement and interactions. The observational and interview data were collected in Luxembourg where a multilingual education policy is in place in ECEC. The findings show that the parents used the home language on its own or together with the instructional language which, in turn, resulted in different emotional and instructional support and impacted children’s engagement and interactions differently. While the opportunities to hear and speak a home language other than the institutional one resulted in most children performing their multilingual identities, children only engaged with content, interacted with the parent, educator and peers, and included them when the adults translanguaged. The findings suggest that children and parents can benefit from collaborative reading events when the adults draw on children’s multilingual repertoires.

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

Academic reading: fear and trembling or being and belonging?

At the University of the West of England (UWE) Bristol, we are in the second year of a project to promote and improve reading skills. One part of our work has focused on embedding collaborative reading techniques within subjects to improve confidence in tackling texts, promote reading as a social practice, and boost belonging within disciplines and cohorts. Our poster presentation reviews the literature on student emotions towards reading, and how these influence their practices. We use this visual representation when liaising with academic colleagues to co-create and facilitate collaborative reading activities. Considerations of the role of student ‘affect’ foreground the motivational dimensions of the reading experience; we look at both pre-existing psychological and emotional barriers to engagement, and incentives and enablers that encourage confident reading and enjoyment of academic texts. We consider how the research literature accords with and further informs our empirical experience of running practical reading workshops. It is hoped that activities such as reading circles and textmapping relieve the individual from sole accountability for comprehension, bringing reading ‘out from the dark’. Deconstructing the process of reading through collaborative roles contributes towards the co-construction of understanding and knowledge, activating fresh insights. Discussion of reading through this shared approach potentially helps to develop student confidence, to nurture feelings of belonging, and to enhance cohort identity. However, we are mindful of the real-world impacts and outcomes of reading strategies for the diverse body of students that we encounter in higher education, with their wealth of difference in cognitive abilities, backgrounds, and cultural experiences. Through this literature review, it is intended that learning from work already published will contribute towards evolving best practice in channelling agency and easing anxiety in academic reading for all students.

Improving Primary Students' Reading Engagement and Critical Literacy through Interactive Read-Aloud

This study explores reading activity using the Interactive Read-aloud approach to foster students' reading engagement and critical literacy. It also examines teachers' strategies to make interactions easier in an EFL classroom. In order to address the research problems, an exploratory sequential mix method was used, which included classroom observation, written papers, and an experiment in the classroom. The result of the study revealed that several strategies in applying critical literacy during interactive read-aloud were identified: juxtaposition, problem-solving, bookmark technique, say something, connection stem, switching and thinking hats. The test score of the experimental group has shown significant improvement from using the Interactive read-aloud approach, from 71.47 on the pretest to 87.47 on the posttest. The students also expressed varied enthusiasm and agreement regarding the benefits and enjoyment of Interactive Read-aloud. It is hoped that the practice of Interactive read-aloud can be widely used by teachers, parents, or educational practitioners to engage students in reading, enhance their motivation, and foster their critical literacy.

Using Raz-kids Reading Program to Enhance Fifth Grade EFL Omani Students’ Reading Comprehension Skills and Boost their Motivation

This study aimed to evaluated the impact of Raz-kids program on the reading comprehension of fifth-grade students using a quasi-experimental design. A total of 64 students from Welayat Bidbid School in A’Dakhilia Governorate in the Sultanate of Oman, were divided into two groups: control and experimental. Over a two-month period, the experimental group used Raz-kids reading program daily at home, engaging in reading activities, listening exercises, and quizzes to enhance their reading skills. The findings indicated a noticeable improvement in reading comprehension scores, although it is not statistically significant, among participant students in the experimental group compared to the control group. Also, it was found that, the program positively influenced students' motivation towards reading, with participants expressing a willingness to recommend it to their peers. These results suggest that Raz-kids program is an effective supplementary tool for improving reading comprehension and fostering positive attitudes towards reading among fifth-grade students.

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.

The joy of reading – Emirati fathers’ insights into shared reading with young children in a multilingual context

ABSTRACT This paper reports findings from a research and development project to support fathers’ involvement with their children’s literacy development. Eighty Emirati fathers attended workshops about sharing reading with their young children, where they were provided with a variety of children’s picture books in both Arabic and English, and reported their experiences of sharing reading in their homes with their young children. In the context of a rapidly evolving United Arab Emirates, the role of fathers is changing within this multilingual society to encompass enhanced engagement with their young children. Emirati fathers reported their experiences via WhatsApp voice-notes and text messages, which offered a naturalistic and culturally appropriate way for them to share their everyday shared reading activities. The overarching takeaway from these responses indicates a sense of their joy at engaging with their children in such volitional shared reading experiences. This leads to a feeling of wellbeing for themselves and their children, as well as a way of being more engaged in child-rearing in this nation which is moving towards more shared spousal responsibilities and more of an emphasis on the importance of connecting with their young children, for not only their children’s benefit but also their own.

Extensiveness of Teachers’ Workload in Determining the Acquisition of Kiswahili Reading Skills Among Pupils in Public Primary Schools in Tanga City Council, Tanzania

The study investigated the extensiveness of teachers’ workload in determining the acquisition of Kiswahili reading skills among public primary school pupils in Tanga City Council, Tanzania. The study employed a convergent design under mixed methods research approach to collect both quantitative and qualitative data simultaneously and compare the results to obtain a more complete understanding of the research problem. The study targeted 80 public primary schools, 80 head teachers, 264 Kiswahili subject teachers, 24 Ward Education Officer and 1 City Council Primary Education Officer. Both probability and non-probability sampling techniques were employed to obtain respondents who participated in this study. The study involved 8 public primary schools, 8 head teachers, 88 Kiswahili reading skills teachers, 8 WEO and 1 CCPEO. Data were collected using questionnaires, and interview guide. Data collection instruments were validated by Mwenge Catholic University research experts. A pilot study was conducted in two public secondary schools. The reliability of questionnaires for Likert scale items was determined using Cronbach's Alpha Coefficient where reliability coefficient r= 0.892 for Kiswahili subject teachers questionnaire was obtained. The reliability for qualitative data was established through peer debriefing and triangulation. The study adhered to research ethical principles throughout the research process. Quantitative data were analyzed using descriptive statistics particularly using frequencies, percentages and mean with the aid of SPSS Version 22. The study concludes that due to their overwhelming responsibilities, teachers find it challenging to give students timely and insightful feedback on their reading progress. Teachers find it challenging to plan and implement enjoyable reading activities that would greatly enhance their pupils Kiswahili reading skills. Teachers are unable to give each pupils the individualized support and attention they need to improve their reading skills in Kiswahili, leaving them with little time and energy. The study recommends that heads of public primary schools can support teachers in working less by making sure that teachers have enough time to plan, organize, assign reading tasks, and help pupils who are failing with learning. The administration of public primary school should make sure that the school has enough teaching and learning resources for Kiswahili reading instruction.

Reading Comprehension Activities in the Ugandan English as a Foreign Language Classroom

The study examines the reading comprehension activities in the Ugandan English as a Foreign Language (EFL) classroom. It particularly analyses the activities that the learners of EFL participate in as part of their reading comprehension lessons. The study focusses on EFL learners from countries such as Congo, Eritrea, South Sudan, and Ethiopia, among others studying in Ugandan adult language schools. The specific objectives of the study were to identify the reading comprehension activities in the Ugandan EFL classroom and to establish the learners’ response to the reading comprehension activities used in the EFL class. Drawing on the transactional theory, the study analyses the reading comprehension activities and the learners’ response to them. The findings indicate that the most profound activities in the classes were pre-reading activities. In their order of frequency, pre-reading activities were the most profound in the classes observed, followed by while-reading and the post-reading activities, which were the least used. In the classes where reading activities were used, they excited the majority of the EFL learners and they paid attention to the lesson. The learners’ response to the activities was diverse with the majority expressing interest in the activities as others chose not to participate at all. The study recommends the use of more reading comprehension activities especially at the while- and post-reading comprehension stages of the lessons which were lacking in most of the classes observed. It further recommends involving the learners and putting into consideration their views during the identification and selection of reading comprehension activities to ensure their maximum participation in the reading comprehension activities

Teachers’ Perceptions and Practices of Integrating Critical Thinking Skills when Teaching Reading

The aim of this study is to explore teachers’ perceptions and practices of instilling critical thinking skills in reading instruction, to enhance students’ reading comprehension. It also identifies perceived challenges that hinder the practice of critical thinking skills in reading classes. Methodology. The research was carried out at Hawassa University in Ethiopia, using a descriptive survey design and an explanatory mixed-methods approach to collecting data. Forty out of a total of fifty-two English educators and three reading teachers participated in this study. The questions were randomly selected. Texts used in quizzes, mid-term exams and final exams were chosen, to evaluate the texts in which teachers integrated critical thinking skills into classroom reading activities and assessments. Quantitative data was gathered through questionnaires, while qualitative data was obtained through document analysis. Statistical analysis was conducted using Statistical Package for the Social Sciences (SPSS), version 24, and content analysis was used for the qualitative data. Results. The survey results revealed that teachers had a moderate level of perception with regard to integrating critical thinking skills (m=3.59) and identified student-related challenges (m= 3.76) as significant obstacles to the practice of critical thinking skills. The results of document analysis indicated that the practice of critical thinking skills was infrequent. It can be concluded that teachers' conceptual perception at moderate level was not sufficient to incorporate critical thinking skills into reading instruction in order to enhance students' reading comprehension. Therefore, it is imperative to train teachers in the integration of critical thinking skills in an interactive reading curriculum to motivate and engage students and help them comprehend reading skills in greater depth. Further research is recommended to explore the impact of teachers' perceptions of critical thinking skills on students' reading comprehension.

Impact of Parent-Child Paired Reading on Reading Fluency in Children with Intellectual Disabilities: A Single-Subject Study

Children with intellectual disabilities (ID) face difficulties in reading fluency, which may hinder their overall reading development. To address this challenge, this study investigated the impact of parent-child pairing reading on reading accuracy and speed in children with intellectual disabilities. Three children with ID participated in this cross-subject multi-baseline single-subject study and their parents were trained to use paired reading strategies to engage in a six week reading activity with them. The study was divided into three stages, with participants without reading guidance during the baseline and maintenance periods. During the intervention period, parents used paired reading strategies to guide their children in reading. Data were collected and analyzed using Statistical Package for the Social Sciences and interviews with parents who participated in the study were conducted to assist with assessment of the intervention results. After intervention, all three children showed better reading accuracy than the baseline period, indicating the effectiveness of the intervention. The intervention had little effect on the reading speed of the three participants, but it gradually improved during the maintenance period. Each of the parents held a positive attitude toward the effectiveness and applicability of parent-child paired reading in children with intellectual disabilities. The results of this preliminary study indicate that training and guiding parents to implement paired reading strategies can effectively improve reading fluency in children with intellectual disabilities.

Interaksi Media Sosial dan Minat Baca di Kalangan Gen Z

This study aims to examine the interaction between social media and reading interest among Gen Z, a generation born in the digital era and highly dependent on social media in daily life. Using a qualitative descriptive approach, this study explores Gen Z's perception of the impact of social media on reading habits, both positively and negatively. The type of research used is a qualitative descriptive approach. Data was obtained from 20 informants through semi-structured interviews and observation of social media activities related to literacy. Data analysis was carried out qualitatively consisting of data reduction, data presentation, and conclusion drawn. The results of the study show that although social media diverts some attention from conventional reading activities, this platform can also be used as a tool to promote literacy through online reading communities and literacy-related content. This research provides important insights for the development of strategies to increase reading interest among the younger generation.

Использование потенциала внеурочной деятельности при обучении младших школьников работе с текстами

The article reveals the potential of an extracurricular activity course in developing conscious reading and overcoming difficulties that arise in primary school students during their acquisition of reading activity. Using the course “Revealing the Secrets of the Text” as an example, an approach to setting target guidelines and selecting course content is considered that allows for a differentiated approach and providing targeted assistance to readers with different levels of reading proficiency.