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To examine how vocabulary instruction can lead toward students connecting the known to the familiar with the unknown.

Theoretical advances in vocabulary acquisition and utility are discussed in relation to word reading and knowledge formation. Extending theory requires pedagogical planning and reinforcement to promote skill learning first toward preparing students to have the capacity to acquire vocabulary across the content areas and in turn, understand and apply that knowledge toward problem solving.

Students must be scaffolded toward connecting what they know with that which is familiar and eventually with the unknown; only then can we extend learning beyond our guidance and supervision. Students must be taught how and when to use vocabulary acquisition strategies so they are prepared to overcome difficulties associated with word meanings in independent reading.

It is timely for rich, varied, and complete vocabulary instruction to serve as the basis for learning across the curriculum. Words are the predecessors of tomorrow’s learning and we must consider how to best provide instruction for students who overuse sight words, text shorthand more than they write formally, and even substitute inappropriate language based upon a lack of vocabulary knowledge and ability to articulate their feelings.

To explain how cumulative efforts contribute to learning and literacy development.

A representation of how efforts lead to lasting growth is discussed through a variety of historical and current perspectives across content disciplines. This chapter includes depictions of how positive experiences can promote further success and recognizing one’s cumulative efforts and the effects from those are fundamental to educational attainment.

The value one places on tasks such as reading or writing is often aligned to the frequency with which those events occur. Students view their time and effort as capital; they are students’ most valued possessions, and how they allocate these commodities is a choice.

For students to become avid readers and writers, we must utilize a host of strategies to impress the notion that these activities are worth their attention, time, and investment.

To examine how reading in electronic formats differs from traditional reading of print.

Concepts about digital print are discussed alongside research studies in fields related to multisensory technologies and electronic means of communication. A model of online reading is proposed integrating aspects of information foraging theory. Pedagogical applications are needed to integrate e-reading theory within classrooms.

With the varied text structures, directionality concerns, and interactive text features, our attention must turn to the theoretical foundations that underpin digital literacy learning today. Online foraging schemes can explain how information is sought and retrieved when reading new information from digital mediums.

Teachers must address the current, digital literacy needs of their students, thus preparing them for challenges in the 21st century. Varying text structures within digital formats as well as providing as-needed facilitation are the scaffolds that students need today. Using technologies such as digital games, tools, and contexts advances the mission of resource-based teaching and learning.

While weaknesses for students with learning disabilities (LD) may exist in basic reading skills, difficulty understanding text goes beyond reading the words on the page. The complex nature of reading requires educators to provide struggling readers with reading strategies that support active engagement with text, comprehension monitoring, and a means to organize their understanding before, during, and after reading. In this chapter we describe collaborative strategic reading (CSR), a multicomponent model for teaching reading comprehension strategies. CSR has been associated with reading gains for students with LD as well as low- and high-achieving students, and English language learners. We provide information about teaching reading strategies as well as suggestions for overcoming possible stumbling blocks to implementation.

Many opportunities for a service-learning experience are available to education pre-service teachers at the University of Notre Dame Australia, and the Whale of a Tale Reader Mentor Program is one of these. The Whale of a Tale developed as a service-learning experience as a result of a partnership between the University of Notre Dame Australia School of Education (UNDA) and the Western Australian Department for Child Protection and Family Support (DCPFS). The programme aimed to address some of the needs of children in out-of-home care (referred to as ‘children in care’) who have experienced trauma. This chapter initially describes how the Whale of a Tale Reader Mentor Program came into being. This description is followed by the rationale for basing the structure of the reading programme on a service-learning pedagogy. The results of a subsequent research study that evaluated the reading programme are then presented. Finally, the chapter discusses the concept of inclusion and how the Whale of a Tale Reader Mentor Program has facilitated a designated outreach approach to children on the margins. In particular, the programme focused on how these children could engage with reading stories that would hopefully inspire a lifelong love of reading and learning.

Empirical validation of educational technology is critical for best practice, particularly when courses are delivered online. This study aims to investigate the predictive relationship of usage behaviors on perceptions of 30 preservice special education teachers while reading in an online social annotation reading tool.

In this single-group quasi-experimental study, participants completed two readings in Perusall, once individually and once in small groups, then took a researcher-created survey after each reading. Descriptive data and paired sample t-tests were calculated. Predictive relationships between usage behaviors and survey results were analyzed with linear regression models.

Participants thought Perusall was useful for their learning and easier to use in small groups and that guided reading prompts were helpful. Usage behaviors did not significantly account for participant beliefs about Perusall. Instructors may wish to use guided reading prompts and small groups to maximize student learning and engagement.

This study addresses gaps in the literature (Suhre et al., 2019; Sun et al., 2023) by following one group of students over two semesters, using a commercially available tool, measuring actual usage behaviors and not solely student perceptions and analyzing instructor perceptions of the tool. The authors contribute further evidence that group-constructed knowledge is valuable for undergraduate learning (Kalir et al., 2020b). The authors also provide data-based suggestions for the use of social annotation tools that maximize student learning and engagement.

The objective of this paper is to present a comprehensive literature survey on dyslexic learners and to propose a model for integrated assistive technology of dyslexic learners.

The use of the proposed model through real-life scenarios categorized as “phonological, reading and writing scenarios”. We have also surveyed some systems for use with dyslexic learners currently in use and have compared them on the basis of number of barriers, technological innovation, age group and fostering.

Dyslexic learners are characterized by slow learning, poor handwriting, poor spelling skills and difficulties in planning, organizing, revising and editing texts; technology plays a major role in the educational environment; it has become crucial in impacting knowledge across the globe; and open research issues and challenges that have to be addressed in the design of the current dyslexic system have been presented in detail.

Full implementation of the proposed model and its application in developing countries.

The system improves the phonological awareness, reading and writing skills of dyslexic learners and it provides a solution for children as well as adults with dyslexia.

This survey can be used as a reference guide to understand learning barriers and intelligent systems for dyslexic learners and to promote the use of these in schools for those with learning disabilities who need assistive technologies.

Development of a newly proposed integrated intelligent assistive system for dyslexic learners; knowledge generation as a reference guide to understand dyslexic learning ability in general and an intelligent assistive dyslexic system in particular; and survey of open research issues and challenges to further research in intelligent dyslexic systems.

This chapter reviews successful pedagogical interventions in teaching literacy in languages of teaching and learning in the upper primary grades in low- and middle-income countries (LMICs) and explores how researchers and teachers decolonized classroom spaces to ensure student achievement of learning outcomes. Themes emerging from the analysis of data are biliteracy interventions, interventions in official and national languages, teacher professional development, and ecological interventions. Results of the review indicate that researchers decolonized classroom spaces by using student linguistic repertoires, evidence-based pedagogical strategies student cultural capital and engaging families and communities. The review also reveals that more research needs to be conducted on teaching and learning in upper primary grades. The linguistic diversity of LMICs provides rich contexts for more research in bilingual education and L2 acquisition which could be useful worldwide as stakeholders in the education process explore the best ways to improve learning outcomes in schools.

This pilot study aims to investigate how parents use electronic resources to encourage children’s reading and learning interests through the 5E instructional model. Moreover, this study explores the public’s current electronic reading (e-reading) preferences, parents’ teaching process and the effectiveness of electronic resources in encouraging children to read and learn.

This study used a quantitative research method with a 5- to 10-min online survey based on the 5E instructional model. A total of 101 respondents participated in the survey.

Technology has changed the public’s current e-reading preferences. More than 65% of parent respondents preferred to use the electronic reading format for their children’s teaching and learning. Parents generally agreed on the teaching and learning effectiveness of using electronic resources, especially for engaging their children. However, the parents showed no significant gender differences.

This pilot study is a new attempt to use the 5E instructional model to quantitatively analyse the parenting process of using electronic resources to encourage children to read and learn, especially in an Asian context.