This study aimed to evaluate and compare the quality, reliability, readability, and originality of information provided by two AI-generated chatbots-ChatGPT-4.0 and Google Gemini Pro-regarding primary tooth pulpotomy, a common pediatric dental procedure. Based on the current AAPD guidelines and frequently asked parental inquiries, a total of 20 questions on primary tooth pulpotomy-10 theoretical and 10 clinical-were prepared. Each question was presented to the AI-generated chatbots (ChatGPT-4.0 and Google Gemini Pro) in a new conversation session without providing any guiding prompts. The responses were evaluated using standardized assessment criteria, including DISCERN, EQIP, GQS, FRES, FKRGL, and the iThenticate similarity index. Two experienced pediatric dentists independently assessed the answers after a calibration process to standardize scoring, and inter-rater reliability was confirmed using the intraclass correlation coefficient (ICC). Gemini Pro demonstrated higher reliability and quality scores (DISCERN and EQIP), while ChatGPT-4 produced responses with higher complexity, requiring university-level reading skills (FKRGL). No significant differences were observed in plagiarism or global quality scores (GQS). Gemini Pro's responses were more readable, enhancing accessibility for broader audiences. While both AI models generated informative and original content, Gemini Pro provided more reliable and accessible responses, making it a potentially valuable resource for patient and parent education. However, AI-generated information should not replace professional dental consultation. Future AI development should focus on improving source transparency, readability, and clinical relevance. AI-powered language models can be valuable resources for patient and parent education on primary tooth pulpotomy. Gemini Pro's higher reliability and readability enhance accessibility, while ChatGPT-4's responses require a higher level of education. These models have the potential to improve access to dental information.

This study investigated the effect of using word board media on improving the reading skills of children aged 5–6 years at PAUD PKK Banjar Serasan. Reading was one of the fundamental literacy skills that played a crucial role in children’s cognitive and language development. However, many early childhood learners still faced difficulties in recognizing letters, forming words, and reading simple texts due to the limited use of interactive learning media. To address this issue, word board media was applied as an alternative instructional tool. The research employed a pre-experimental method with a one-group pretest-posttest design. The subjects were seven children (four boys and three girls) selected through saturated sampling. Data were collected through observation and reading tests, then analyzed using the paired sample t-test with SPSS 22. The results showed that the mean posttest score was significantly higher than the pretest score, with a calculated t-value of 11.225 exceeding the t-table value of 2.446 at a 5% significance level. These findings indicated that the use of word board media had a significant positive effect on children’s reading skills. The study concluded that simple, low-cost, and teacher-friendly instructional media such as word boards could be effectively used to stimulate early literacy development in preschool settings. Future research was recommended to explore variations of word board designs and involve larger samples to strengthen the generalizability of the findings.

Error dynamics as a marker of reading efficiency development: Insights from lexical decision performance in young readers.

Many students face challenges in mastering reading, writing, and arithmetic due to the limitations of preschool education, low learning support from families, and the lack of available learning resources. In addition to the above reasons, it cannot be denied that the lack of interest and motivation to learn is also one of the reasons why many students have not been able to master these basic numeracy and literacy skills. Therefore, this community service activity aims to improve basic reading, writing, and counting skills in students from grade 1 to 3 of SDN X Ciherang. This mentoring programme is designed as a form of preparation for the calistung competition through a fun learning approach and focuses on improving basic academic skills. The methods used in this activity are quantitative and qualitative methods, through the implementation of pre-test and post-test that have met the standards of the Ministry of Culture, Research and Technology, observation of student learning behaviour, and short interviews. Mentoring activities were carried out for approximately three weeks with a frequency of 2-3 times per week. The evaluation results showed a significant improvement in students' abilities in reading, writing, and counting after being given intensive guidance. In addition to improving academic skills, students also showed a more positive attitude towards learning. This activity shows that tutoring designed according to the needs of children and the local context can improve students' readiness to participate in competitions, as well as have a positive impact on their motivation and confidence in learning.

This quasi-experimental study investigated the effectiveness of the Four-Pronged Approach’s components Grammar and Oral Language Development (GOLD) and Transfer Stage (TS) in improving reading outcomes among Grade 5 pupils. Fifth graders were divided into an experimental group, which received instruction emphasizing GOLD and TS through grammar, oral language, and phonemic awareness activities, and a control group, which continued with regular instruction. Pre- and post-tests assessed grammar/oral proficiency and reading transfer skills over 78 instructional sessions across three months. Results showed that the experimental group had statistically significant gains in TS (p < .01), indicating enhanced ability to apply decoding, phonemic awareness, and reading skills across contexts. Gains in GOLD were positive but did not reach statistical significance, likely due to higher baseline performance. Comparison with earlier studies (e.g., Baog et al., 2023; Cullamar & Maghuyop, 2024; Gibbs et al., 2024) suggests that targeted phonemic and oral language interventions produce reliable improvements in vocabulary, listening comprehension, decoding, and oral expression among learners at risk. Implications include integrating GOLD and TS-focused activities into daily instruction and prioritizing early, scaffolded exposure to phonemic awareness for robust reading transfer.

Reading is crucial for the development of a young mind. The inability to read affects the failure rate of learners in schools, as most subjects require that a learner have reading skills to understand the content. What contributes to these learners failing is the manner in which reading is taught in the classroom. The aim of the study was to investigate the challenges faced by grade 9 Sepedi Home Language learners when attempting to read text for meaning. The study is underpinned by Vygotsky’s Theory of Social Constructivism, which contributes to social learning and teaching. The study adopted the qualitative research approach, with an interpretivist paradigm. Six learners were purposefully sampled to conduct the study through semi-structured interviews. The thematic analysis method was used in the form of non-participatory observation, whereby the learners should identify the errors in a text. The findings revealed that learners lack reading skills, are unable to identify words and cannot read for meaning. This is due to the lack of reading strategies being implemented during the lesson. There are, therefore, no pre-reading, reading and post-reading activities that the teacher uses in the classroom. The recommendations suggest the use of pre-reading, reading and post-reading strategies to help learners understand what is being read and therefore be able to engage with the text. The research will contribute greatly to both the study of teaching reading and writing with comprehension, as well as to the study of factors contributing to the failure rate among Grade 9 Sepedi Home Language learners.

This study conducted a comprehensive evaluation of Grade 3 to 6 pupils' proficiency in foundational skills of Reading, Writing, and Arithmetic (3Rs) within the Lanao del Sur I Division, using a descriptive quantitative research design. A rigorously validated 3Rs Diagnostic Assessment Tool was employed to identify learning gaps that have widened due to the COVID-19 pandemic. The assessment, which highlighted significant deficiencies particularly in reading comprehension, creative writing, and arithmetic word problem-solving, revealed a critical need for targeted curriculum enhancements. Inferential statistical methods, including t-tests and ANOVA, were used to analyze performance variances across grade levels and gender, uncovering both statistically significant improvements and areas of stagnation. To address these gaps, the study proposes a follow-up intervention plan focused on learner-centered, culturally responsive teaching practices, supported by teacher training in evidence-based strategies. This nuanced approach aims to align local educational efforts with UNESCO's Education 2030 framework, enhancing equitable access to quality education and fostering robust academic performance across the student body.

This article aims to analyze a text-enunciated in specific communication situation, for studies of language practices in the educational field. The research question seeks to investigate the extent to which practice of linguistic-semiotic analysis (PAL-S) contributes to the development of reading skills in the process of literacy for social practices. The research —of a theoretical, qualitative-interpretative nature and with explanatory purposes—, is based on the assumptions of Linguistic Applied (LA) (Moita-Lopes, 2006; Kleiman; Vianna; De Grande, 2019), from the dialogical perspective of language (Bakhtin, 2016[1979]; Volóchinov, 2018[1929]) and the studies of multiliteracies (New London Group, 1996; Rojo, 2009, 2013; Moura, 2012, 2019; Rojo; Barbosa, 2015). Data generation happens through indirect documentation —anchored in specialized literature, as well as from the investigative corpus, resulting from posting on social networks. The method of analysis and interpretation of information is dialectical, with technical procedures of historical and comparative nature. As results, it is noticed that in the initial and continuing training of mother tongue teachers, a fruitful way to expand reading abilities is through the study of (multi)literacies for social practices, anchored in LA and in the dialogical perspective of language, as well as the development of PAL-S in the reading process.

Abstract Skilled reading arises from the coordinated activity of neural systems supporting word recognition, semantic processing, and executive control. While the structural architecture of white matter tracts involved in reading is well characterized, their functional contributions remain unclear. Here, we examined whether resting-state functional connectivity of the left uncinate fasciculus, a ventral frontal-temporal white matter tract implicated in semantic processing, modulates the relationship between word recognition and reading comprehension. Fifty-three participants (ages 10-14 years; 29 girls, 24 boys) completed resting-state functional MRI and standardized assessments of word recognition and reading comprehension. Functional connectivity between the left uncinate fasciculus and structurally connected gray matter regions, including the anterior and medial temporal lobes and the ventrolateral prefrontal cortex, was derived from BOLD signal correlations at rest. Regression analyses revealed that stronger uncinate fasciculus functional connectivity with semantic memory and control regions was associated with a weaker dependence of reading comprehension on word recognition skill. These findings suggest that semantic brain systems accessed via the uncinate fasciculus may support flexible meaning-based reading strategies, allowing comprehension to be sustained across varying levels of word recognition. By linking white matter functional connectivity to individual differences in reading performance, this study highlights the importance of semantic pathways in reading development and underscores the value of examining white matter-gray matter interactions in functional brain networks for reading.

Cooperative learning has been widely examined; however, studies that specifically integrate the Think Pair Share (TPS) model with LKM Puzzle to enhance collaboration and poetry reading skills among elementary school students remain limited. This study aims to describe the implementation and analyze the effectiveness of the TPS model assisted by LKM Puzzle in improving collaboration and poetry reading skills among second-grade students at SDN Krobokan. The study employed a descriptive quantitative approach with supporting qualitative data and a saturated sampling design involving 26 students. Data were collected through observation, poetry reading tests, and documentation, and were analyzed using descriptive statistics and N-Gain calculations. The findings show a significant improvement in poetry reading skills, indicated by an increase in the average score from 58 (pretest) to 82 (post-test) and an increase in mastery from 45% to 87%; an N-Gain score of 0.57 indicates a medium level of improvement. Students’ collaboration skills also improved, particularly in the aspects of sharing tasks and responsibilities, which reached the “very good” category for all students. These findings indicate that the TPS model assisted by LKM Puzzle is effective in increasing active engagement, collaboration, and poetry reading skills. The implications of this study include a theoretical contribution to the development of puzzle-based learning media and practical recommendations for teachers in implementing interactive and enjoyable learning strategies, while future research is encouraged to broaden the application context or employ experimental designs to strengthen the generalizability of the findings.

This study is motivated by the low oral reading skills of elementary school students and the limited innovation in Indonesian language learning that integrates cooperative models with digital and interactive media. It aims to analyze the effectiveness of implementing the Think Pair Share (TPS) model supported by Word Wall media and interactive books in improving oral reading skills among fifth-grade students at SD Mangkang Wetan 02. The study employed a mixed methods design with quantitative and qualitative approaches. The participants were 28 fifth-grade students selected using purposive sampling. Data were collected through observation, oral reading tests, and interviews, and were analyzed using paired t-tests and thematic analysis. The results show a significant improvement in oral reading skills, with the mean score increasing from 63.25 to 84.60 (p < 0.05). Improvements were observed in fluency, intonation, and pronunciation accuracy, accompanied by increased student self-confidence. The findings indicate that the implementation of the TPS model assisted by Word Wall media and interactive books is effective in enhancing oral reading skills and fostering a collaborative and enjoyable learning environment. This study is expected to contribute to the development of Indonesian language literacy instruction in elementary schools.

This study aims to describe and analyze the process of evaluating Al-Qur’an reading learning using the Tilawati method at TPQ Baitul Hikmah Purwokerto. The focus of this study is on the importance of mastering Qur’anic reading as a foundation for instilling religious values in children. The Tilawati method was chosen because of its simple and enjoyable approach, which has proven effective in improving reading skills. The research method used is qualitative, with data collection through observation, interviews, and documentation. The research results indicate that learning at TPQ Baitul Hikmah is conducted in a planned and systematic manner, following clear stages. Evaluation is carried out through pre-tests, daily evaluations, and volume advancement evaluations to measure the development of students’ reading abilities. The evaluation results show that most students meet the graduation criteria, although some need to repeat the process to improve their abilities. This evaluation process not only measures learning achievements but also fosters discipline and religious character. This study is expected to serve as a model for other educational institutions in implementing high-quality Qur’anic reading instruction.

Today’s generations of learners possess learning preferences that differ from previous generations: active, independent and team player. The acquisition of critical reading skills in the 21st century demands learners to take active roles. However, conventional practices of teaching and learning critical reading are still taking precedence in the changing world and may not work well with learning preferences of today’s learners. Thus, this systematic literature review aims to explore the extent of the disparity of traditional practices and learning styles of the current generation by identifying the occurrence of conventional practices, distinguishing today’s learner preferences, and determining whether conventional methods of teaching critical reading align with the learning styles of students today. Past literature on teaching critical reading was selected, underwent a screening process based on the inclusion and exclusion criteria, then synthesised and integrated. The results revealed that conventional methods of teaching critical reading remained prominent, producing a clear pattern of misalignment between old and new practices in teaching and learning critical reading skills. The disconnection between conventional practices and today's learning preferences suggests the need to adopt more innovative models for teaching critical reading and to enhance teacher training in innovative critical literacy to align with 21st century learning.

Purpose: This community service aimed to address the low proficiency in Qur'anic reading among students at NU Palangka Raya Middle School, particularly their inability to recognize and pronounce hijaiyah letters correctly. The study focused on improving Al-Qur'an literacy by facilitating effective learning of the hijaiyah alphabet using the Tilawati method, which is essential for proper tajwid application. Method: A Participatory Action Research (PAR) approach was employed, involving five stages: problem identification, joint planning, implementation, evaluation, and follow-up. The intervention targeted Class IX students during PAI (Islamic Religious Education) lessons and utilized the Tilawati method with the "rost" tone to teach hijaiyah letters through rhythmic and engaging recitation techniques. Practical Applications: The program significantly increased student enthusiasm and participation, leading to improved recognition and pronunciation of hijaiyah letters. Teachers observed enhanced engagement and retention, indicating that the Tilawati method can be effectively integrated into regular classroom instruction to make Qur'anic learning more enjoyable and accessible. Conclusion: The implementation of the Tilawati method through a collaborative PAR framework successfully improved students’ foundational Qur'anic reading skills. This approach not only strengthened religious education but also provided a replicable model for enhancing Al-Qur'an literacy in similar educational contexts.

This sequential explanatory mixed-methods study investigates the impact of the Language Essentials for Teachers of Reading and Spelling (LETRS) professional learning intervention on teacher knowledge within the framework of South Carolina’s reading policy. Quantitative analysis of pre- and post-assessment data reveals significant improvements in teachers’ content knowledge of foundational literacy skills following LETRS training. Descriptive statistics and paired-samples t-tests indicate notable gains, particularly in Volume 1 of the LETRS curriculum. The findings demonstrate substantial increases in assessment scores, underscoring the effectiveness of LETRS in enhancing teacher expertise. Qualitative insights from focus groups further highlight the positive influence of LETRS on teacher knowledge and instructional practices. Stakeholders at multiple levels recognize LETRS as a valuable tool for improving literacy instruction, citing a deeper understanding of foundational reading skills and observable enhancements in student performance. However, challenges such as limited structured time for training and the need for aligned instructional resources are identified as barriers to effective implementation. Policy implications emphasize the necessity of integrating the science of reading into state initiatives, addressing implementation barriers, and incorporating LETRS into teacher preparation. Practical recommendations include allocating dedicated time for LETRS training, and aligning instructional resources with its principles. Future research should examine the relationship between LETRS training and classroom practice, assess its impact on student outcomes, and contribute to the broader discussion on statewide implementation. This study provides valuable insights into the role of LETRS in strengthening teacher knowledge and advancing literacy education in South Carolina.

ABSTRACT How to bridge the gap between the reading skills of rural‐to‐urban migrant children and children with urban permanent residence has long been a big challenge in the field of language and family education research. However, very few studies have focused on high‐level reading skills and their association with the home literacy environment and parental expectations. To address this issue, using a battery of reading comprehension and meta‐comprehension tasks, parental expectation and home literacy environment surveys, this study aimed to explore the potential high‐level reading disparities between these two cohorts. Additionally, it examined the influence of migrant status on high‐level reading skills, and the potential mediating roles of the home literacy environment and parental expectations. A total of 163 rural‐to‐urban migrant children and 148 urban permanent resident children, along with their parents, were recruited as participants. Data analysis was conducted using independent samples t ‐tests and Structural Equation Modelling. The results revealed that urban permanent resident children significantly outperformed the rural‐to‐urban migrant group on reading comprehension and comprehension control tasks. In addition, parental expectations and the home literacy environment played a mediating role between migrant status and high‐level reading skills. Crucially, parental expectations proved detrimental to high‐level reading skills if high expectations were held without a supportive home literacy environment. The findings indicate that the association between migrant status and children's high‐level reading skills was fully mediated by the home literacy environment and parental expectations. These results yield valuable theoretical and practical implications for language and family education for migrant populations globally.

This study aims to improve the reading ability of first-grade students at SDN 24 Ampenan through the use of the syllabic method. The teacher’s role is crucial in enhancing students’ reading skills, especially in Grade 1, as these skills are essential for supporting learning activities in the classroom. One of the efforts undertaken is the use of an appropriate method to teach reading effectively. The syllabic method is applied as an approach to strengthening the reading abilities of first-grade students at SDN 24 Ampenan. This method has proven to be highly effective in guiding students to learn to read, as it helps them construct syllables more easily and supports their ability to form words. This research employed Classroom Action Research (CAR), with data collected through observation, interviews, and documentation. The implementation of the syllabic method successfully improved the reading ability of first-grade students at SDN 24 Ampenan, proceeded smoothly, and resulted in satisfactory outcomes.

This qualitative study explores the experiences of English teachers in public secondary schools in the Philippines in fostering functional literacy among learners, focusing on systemic barriers and opportunities for effective literacy instruction. Using Creswell’s qualitative framework, the study engaged eight purposively selected teachers from a national high school in a coastal area of Panay Island, characterized by socio-economic diversity and limited resources. Data collection employed a validated interview guide distributed to accommodate teachers’ schedules, with analysis following inductive coding and thematic synthesis. Findings reveal that systemic constraints such as inadequate learning materials, overcrowded curricula, inconsistent policies, and insufficient teacher training significantly impede literacy teaching. Instructional challenges include addressing diverse learner needs, language comprehension gaps, and cognitive difficulties. Socio-economic factors, including poverty and limited parental involvement, further restrict students’ access to resources and supportive learning environments. Teachers employ differentiated instruction, technology integration, remedial classes, and real-life contextualized activities to enhance literacy skills in reading, comprehension, and communication. They emphasize the importance of digital tools, community involvement, and ongoing professional development to overcome barriers. Teachers view themselves as vital advocates and facilitators, committed to supporting learners despite heavy workloads and systemic obstacles. This study underscores the need for holistic and contextually relevant interventions, sustained institutional support, and collaborative efforts to improve functional literacy outcomes in Philippine public secondary schools.

Abstract Transparency in assessments means ensuring their validity, reliability and authenticity. While it remains limited in practice when administering internationally validated literacy assessment tools, one major factor necessitates transparently reporting achievement results in light of learners' linguistic repertoires. Sitting these literacy assessments in bi/multilingual Arab settings, like in the Gulf Cooperation Council (GCC), often eventuates in inequitably assessing learners' Second Language (L2) reading skills as opposed to their First Language (L1). This is because Modern Standard Arabic (MSA) and English, as official mediums of instruction in government and English schools respectively, are in fact acquired second to learners' home language. Drawing on the PRISMA framework, the research yielded 626 peer‐reviewed research articles published between 1970 and 2025 across Scopus and the EbscoHost databases, of which 18 were of relevance to the study. The article concludes that extensive research needs to be developed when it comes to transparency in the educational realm. One major factor that needs to be considered is that the diglossic nature of the Arabic language could create a gap in reporting learners' literacy achievement results. The study found that failure to address the diglossic nature of Arabic in reporting learner results is reflected in the varying perspectives on diglossia in research conducted in the Gulf countries. This urge for transparency requires that learners' cultural and linguistic profiles are noted when comparing results with other monolingual test takers. The study also recommends that educators dilute assessment‐related challenges and embrace the different authenticities of MSA and Spoken Arabic Vernacular (SAV). Context and implications Rationale for this study: The study was necessary for identifying a transparency gap in reporting bilingual learners' achievement in international literacy assessments in the GCC region. Why the new findings matter: The scoping review findings underscore the need for further research that clearly defines and investigates the relationship between diglossia and literacy achievement in the region. Implications for policymakers: As home literacy approaches incorporate the use of Spoken Arabic Vernacular (SAV) rather than Modern Standard Arabic (MSA) during day‐to‐day interactions, more adaptable language policies that consider the linguistic and social realities of learners and their effects on their literacy achievement must be adopted by relevant policymaking stakeholders. Overlooking the diglossic nature of Arabic when learners sit assessments could lead to (un)intended academic and social consequences, and even in situations where Arab learners sat an assessment in a second language (L2), the results report must carefully address the diglossic nature of the language as well as the learners' linguistic repertoires.

Code reading ability has traditionally been under-emphasized in assessments as it is difficult to assess at scale. Prior research has shown that code reading and code writing are intimately related skills; thus being able to assess and train code reading skills may be necessary for student learning. One way to assess code reading ability is using Explain in Plain English (EiPE) questions, which ask students to describe what a piece of code does with natural language. Previous research deployed a binary (correct/incorrect) autograder using bigram models that performed comparably with human teaching assistants on student responses. With a data set of 3,064 student responses from 17 EiPE questions, we investigated multiple autograders for EiPE questions. We evaluated methods as simple as logistic regression trained on bigram features, to more complicated support vector machines (SVMs) trained on embeddings from large language models (LLMs), to GPT-4. We found multiple useful autograders, most with accuracies in the \(86-88\) % range, with different advantages. SVMs trained on LLM embeddings had the highest accuracy; few-shot chat completion with GPT-4 required minimal human effort; pipelines with multiple autograders for specific dimensions (what we call 3D autograders) can provide fine-grained feedback; and code generation with GPT-4 to leverage automatic code testing as a grading mechanism in exchange for slightly more lenient grading standards. While piloting these autograders in a non-major introductory Python course, students had largely similar views of all autograders, although they more often found the GPT-based grader and code generation graders more helpful and liked the code generation grader the most.