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This research addresses a need in early childhood education for evidence-based teaching strategies that build emotional self-regulation skills in young children. The intervention assessed in this study focused on increasing the emotion vocabulary of preschool-aged students.

This mixed-methods, quasi-experimental study evaluated the impact a dialogic reading approach combined with direct instruction of emotion words during a shared book-reading activity had on students' emotion vocabulary knowledge. The study was conducted in a licensed daycare center in a suburb of Chicago, Illinois, with ten four- and five-year-old students. Pre- and post-session surveys assessed the intervention's impact on the students' receptive and expressive vocabulary knowledge, and observation notes captured the students' responses to the intervention activities.

The results showed significant increases with small to medium effect sizes between the students’ pre- and post-session survey scores for both receptive and expressive emotion vocabulary knowledge, a strong positive correlation between the level of student engagement during the intervention and their emotion vocabulary assessment scores, and the impact other variables had on the intervention’s effectiveness.

This research provides information on a culturally adaptable and quickly learned teaching strategy that could be used to build emotional self-regulation skills in the early childhood classroom.

This research uniquely applies this intervention as a universal strategy with preschool-aged children.

This critical content analysis aims to examine the depiction of oppression in the 2022 Notable Social Studies Trade Books (K-2). From the framework of major types and levels of oppression, this paper sheds light on the rich affordances and problematic representations of oppression.

From the perspectives of an intersectional approach and the framework of oppression, the authors conducted a critical content analysis of the written texts, illustrations and peritexts of the notable books for young readers.

Among the 73 picturebooks, 46 (63%) include representations of oppression in the written texts and/or illustrations. Half of these books depict more than one type of oppression. The most frequently represented oppression is racism, followed by sexism. There are limited depictions of homophobia, transphobia, ableism, ageism, antisemitism and Islamophobia. Nine books (20%) only include the representation of oppression in the peritexts.

This study contributes to anti-oppressive education by offering a theoretical framework of oppression, which emphasizes the interlocking systems of oppression. This framework can help foster a holistic understanding of oppression and dismantle it in a holistic way.

The authors also offer suggestions to help educators curate picturebooks for anti-oppressive social studies education.

This study contributes to anti-oppressive education by offering a theoretical framework of oppression, which emphasizes the interlocking systems of oppression. This framework can help foster a holistic understanding of oppression and dismantle it in a holistic way. The authors also offer suggestions to help educators curate picturebooks for anti-oppressive social studies education.

This paper aims to evaluate children’s literature that focuses on body size issues for elementary readers.

The paper used an evaluative tool based on three categories: content, audience and other considerations.

The evaluative tool was used to evaluate six children’s books identified as critical literature supporting body image. The books evaluated focused on body image but were also tied to other themes such as body positivity, body neutrality, self-love, acceptance, diversity and inclusivity. All books acknowledged and celebrated the uniqueness of varied body types.

Because of the number of books evaluated, the evaluative results may lack generalizability. Therefore, researchers are encouraged to evaluate other critical children’s literature focused on body image.

The paper offers recommendations for parents, teachers and schools.

This paper encourages the need for parents, teachers and schools to help children embrace body positivity and neutrality so that they would love their skin.

This article aims to help ensure high-quality subject access to Swedish lesbian, gay, bisexual, transgender, queer and intersexual (LGBTQI) fiction, and aims to identify challenges that librarians consider important to address, on behalf of themselves and end users.

A web-based questionnaire comprising 35 closed and open questions, 22 of which were required, was sent via online channels in January 2022. By the survey closing date, 20 March 2022, 82 responses had been received. The study was intended to complement an earlier study targeting end users.

Both this study of librarians and the previous study of end users have painted a dismal image of online search services when it comes to searching for LGBTQI fiction. The need to consult different channels (e.g. social media, library catalogues and friends), the inability to search more specifically than for the broad LGBTQI category and suboptimal search interfaces were among the commonly reported issues. The results of these studies are used to inform the development of a dedicated Swedish LGBTQI fiction database with an online search interface.

The subject searching of fiction via online services is usually limited to genre with facets for time and place, while users are often seeking characteristics such as pacing, characterization, storyline, frame/setting, tone and language/style. LGBTQI fiction is even more challenging to search because indexing practices are not really being standardized or disseminated worldwide. This study helps address this important gap, in both research and practical applications.

The purpose of this paper is to explore teacher candidates’ response to young adult literature (prose and comics) featuring fat identified protagonists. The paper considers the textual and embodied resources readers use and reject when imagining and interpreting a character’s body. This paper explores how readers’ meaning making was influenced when reading prose versus comics. This paper adds to a corpus of scholarship about the relationships between young adult literature, comics, bodies and reader response theory.

At the time of the study, participants were enrolled in a teacher education program at a Midwestern University, meeting monthly for a voluntary book club dedicated to reading and discussing young adult literature. To examine readers’ responses to comics and prose featuring fat-identified protagonists, the author used descriptive qualitative methodologies to conduct a thematic analysis of meeting transcripts, written participant reflections and researcher memos. Analysis was grounded in theories of reader response, critical fat studies and multimodality.

Analyses indicated many readers reject textual clues indicating a character’s body size and weight were different from their own. Readers read their bodies into the stories, regarding them as self-help narratives instead of radical counternarratives. Some readers were not able to read against their assumptions of thinness (and whiteness) until prompted by the researcher and other participants.

Although many reader response scholars have demonstrated readers’ tendencies toward personal identification in the face of racial and class differences, there is less research regarding classroom practices around the entanglement of physical bodies, body image and texts. Analyzing reader’s responses to the constructions of fat bodies in prose versus comics may help English Language Arts (ELA) educators and students identify and deconstruct ideologies of thin-thinking and fatphobia. This study, which demonstrates thin readers’ tendencies to overidentify with protagonists, suggests ELA classrooms might encourage readers to engage in critical literacies that support them in reading both with and against their identities.

The Islamic world spans many different languages with different language structures. This paper aims to explore one way in which language structure affects consumer response to the marketing of cobrands.

Two between subject experiments were conducted using samples of participants from Saudi Arabia and the USA. The first manipulated partner brand category similarity and brand name order, along with the structure of the language used to communicate with the market. The data for this study includes Arabic speakers in Saudi Arabia as well as English speakers in the USA. The second study explores how targeting a population fluent in multiple languages of varied structure nullifies the findings from the first study and uses Latino participants in the USA.

This study finds that when brands come from similar product categories, name order did not affect cobrand evaluations, but it did when the brands come from dissimilar product categories. Here, evaluations of the cobrand are enhanced when the invited brand is in the position that adjectives occupy in the participant’s language. The authors also find that being proficient in two languages, each with a different default order for adjectives and nouns, quashes the effect of name order otherwise seen when brands from dissimilar product categories engage in cobranding.

By examining the impact of language structure on the effects of cobrand evaluation and conducting studies among participants with differing dominant languages, this research can rule out simple primacy or recency effects.

Autism spectrum disorder (ASD) refers to a group of complex neurodevelopmental disorders characterized by repetitive and characteristic patterns of behavior and difficulties with social communication and interaction. Puberty is an important period for teenagers with ASD. The purpose of this study was to investigate the effect of educational program on increasing social skills (SS) and sexual knowledge (SK) in adolescent boys with high-functioning autism (HFA) disorder.

This study was conducted using a single-subject design. Participants were three boys diagnosed with HFA disorder, selected using purposive sampling. The social skills improvement system scale and the sexual knowledge questionnaire were used to measure SS and SK. The training program consisted of 49 sessions.

Results showed that, given the comparison of scores before and after the intervention, the training program was effective in improving SS and SK.

With regard to the importance of puberty, training programs for parents and adolescents play an effective role in increasing SS and SK of adolescents with HFA disorder.

As one of China’s most influential social platforms, Xiaohongshu is considered an underexploited market with significant user traffic. This study aims to build on existing scholarly work on social media marketing by conducting an empirical analysis of Xiaohongshu’s content to explore effective marketing strategies for children’s books.

This study uses qualitative content analysis to investigate the marketing practices for children’s books on Xiaohongshu. By systematically coding and interpreting data, the authors identified core marketing strategies and their interactions among publishers of children’s books on the platform.

Based on viral marketing and social proof theories, the analysis delineates practices and interrelations among three key marketing strategy components: content creation, traffic navigation and sales conversion on Xiaohongshu. From this analysis, a conceptual model titled “Continuous ‘Planting a Seed’ of Interest: Strategies for Marketing Children’s Books on Xiaohongshu” was developed.

This research not only corroborates the existing literature on the transformative power of social media in marketing but also extends it by providing a focused examination of how these principles apply to the promotion of children’s books on Xiaohongshu. It also provides practical insights for publishers looking to develop effective marketing strategies.

Early childhood and early elementary are key times when children develop internal and external antifat attitudes; thus, it is necessary to better understand the available children’s literature around fatness.This paper aims to examine children's picture books with fat protagonists to better understand the current landscape of children's literature. Drawing on relevant literature around fat characters and the fat studies movement, this critical content analysis considers five children’s books featuring fat protagonists.

This study uses critical content analysis to analyze texts featuring fat protagonists, including two rounds of initial reading and analysis. Using lenses of critical literacy and critical multicultural analysis, the author looks for common themes, silences and absences in the texts, images and peritext.

This paper identifies themes of characters initially internalizing antifatness, then pushing back against antifat bias toward existing with joy and without stigma. Several of these texts even draw on the history of fat activism, highlighting societal critique and a potential activist component of children’s literature with fat protagonists.

The study has a small number of books, due to the limited number of texts that fit the study parameters.

The paper concludes with examples of scaffolding for teachers and parents to have conversations with young children about antifat bias while also acknowledging notable absences, particularly boy protagonists.

These themes illustrate the power of young children to push back against antifat bias and critique oppressive social structures.

There have been very few studies looking at antifatness in children’s picture books. With more books with fat protagonists coming out in the 2020s, this study offers an understanding of the themes present, while also emphasizing the need for an intersectional approach to literature with fat protagonists.

By adopting a cross-country analysis, this study aims to investigate how consumers' perception of book covers affects their online book purchases in terms of feelings of delight and perceived value of the book.

The authors tested the hypotheses using a structural equation model using two countries' datasets obtained from 191 Japanese and 207 French consumers.

The perceived attractiveness of a picture/photo on a book cover can positively influence feelings of delight. Such emotion enhances a book's perceived value, resulting in active online book purchases. Furthermore, when the perceived value of a book is evident, the French are more strongly motivated to purchase books compared to Japanese consumers.

By simultaneously examining emotion and perceived value as an organism, the authors advance the knowledge of the relationship between book covers and online book purchases. In addition, the authors offer evidence that cross-cultural differences (between the French and Japanese) can stimulate different responses to each affective and cognitive internal state, although similar environmental stimuli are provided.