Background: Dialogic reading (DR; Whitehurst et al., 1988) is an evidence-based intervention that promotes children's active participation in shared reading (Towson, 2016; Urbani, 2020; WWC, 2007, 2010). Since the development of DR, there has been a proliferation of studies evaluating the conditions and populations with which it is effective.…

A wide range of evidence has demonstrated the impact of music learning on phonological awareness and the development of reading. Music reading, its relationship with linguistic abilities and reading skills are all highly researched areas. However, limited information is available regarding the relationship between early text reading and early…

Although information literacy instruction seldom addresses academic reading, strong reading skills are paramount to successful research. This study aims to explore faculty perspectives on first-year students' reading behaviors and to discover their perceptions of prevalent challenges to student reading as well as interventions used to teach…

This study identified online research and comprehension (ORC) performance profiles of 436 sixth-grade students (206 girls) aged 12-13 years. We included learner groups with different learning-related difficulties and explored how students' reading habits were represented in various performance profiles. First, students' ORC performance was…

An awareness of school-related antecedents of children's physiological stress at the beginning of school helps educators to prevent and mitigate children's stress, the one of the major obstacles to their well-being and academic progress. We aimed to study the effect of reading skills and social competence on first-grade students' salivary cortisol…

The current research aimed to discover the most frequently used reading strategies of EFL university students across their reading proficiency and personality types and examine the interaction between the predictive factors in using the strategies when reading English online texts. Data were collected using a questionnaire on reading strategies…

In this paper, we present insights from the qualitative data collected during a process evaluation of a reading intervention project carried out in primary and secondary schools in West Yorkshire, England. Commercially available reading interventions, financed by the Strategic School Improvement Fund, were delivered by school staff to…

Docklands Primary School opened its doors in Melbourne in January 2021. In this case study, Emina McLean, Head of English, describes how Sounds-Write was implemented in Foundation to Year 2 in the middle of the pandemic. Despite four lockdowns forcing periods of online teaching, various standardised tests show 80% of students on average meeting or…

The COVID-19 pandemic has caused a variety of problems around the world, including isolation, school closure, contact restriction, and economic shutdown; these problems have completely changed the psychosocial environment and physical well-being of children everywhere (Fegert et al., 2020). Education underwent tremendous changes almost overnight:…

This embedded case study sought to answer the question of what obstacles and opportunities presented when a reading initiative aimed at increasing the amount of time students spent reading independently was implemented during the COVID-19 pandemic. Four embedded grade level cases from a small rural elementary school were explored over the course…

This study emphasizes formal and informal reading development, race, and socioeconomic status as significant components of the lived experiences of four low socioeconomic Black/Brown second- and third-graders who struggled with reading. The research acknowledges historical progression of the American public education system, exploring…

The question of how to support the early literacy development of children experiencing marginalization through systematically under-resourced urban schools and neighborhoods has been taken up in a variety of ways in educational research. The correlation between socioeconomic status, race, ethnicity, and literacy is well documented, however, this…

The purpose of this mixed-methods study was to examine the extent to which a digital dialogic reading intervention, shared among adult-child dyads, impacted the reading comprehension of three at-risk readers of primary school age, between six and nine. This age range was an appropriate age for assessing reading comprehension, therefore…

Research indicates that there are very few curriculum resources that empower parents and educators to teach social justice, resilience, and empathy. Using prior knowledge, experience, research, and theoretical frameworks, this research study aims to create an interactive workshop that encourages parents to use read-aloud and conversation to…

A key emphasis of the Singapore education system has been on ensuring English language competency and fluency for communication and work. This chapter examines reading innovation in the Singapore education system, focusing specifically on strategies related to extensive reading to promote reading enjoyment alongside growing reading proficiency.…