Language and Literacy Development

The rapid expansion of digital technologies has transformed the social and educational environments in which children develop. In contemporary societies, digital devices such as smartphones, tablets, televisions, and computers have become integral components of children's daily lives. While digital technologies offer opportunities for learning and information access, concerns have been raised regarding the potential developmental consequences of prolonged exposure to screen-based media. This study examines the relationship between excessive screen time and language development among school-aged children in emerging digital societies. The study adopts a descriptive survey design and relies on teacher observations and parental reports to assess children's language outcomes, including vocabulary acquisition, reading fluency, and expressive communication skills. Findings indicate that prolonged exposure to screen-based media is associated with lower language development outcomes among children who engage extensively with digital devices. The study concludes that while technology can support learning when used appropriately, excessive screen exposure may limit opportunities for verbal interaction and language practice, which are necessary for optimal cognitive development. The study recommends balanced digital engagement, parental supervision, and increased emphasis on literacy-based activities to enhance children's language development.

Mother-tongue or first language (L1)-based multilingual education programs are necessarily complex and may require a more nonlinear approach to program design. These programs operate within and act upon a range of psycholinguistic, sociolinguistic, and sociopolitical issues that include language structure and literacy assessment, language policy and politics, and cultural and social behavior change linked to literacy expansion. The broad use of one-size-fits-all outcomes-based design approaches for L1-based multilingual education programs often result in designs that are retrofitted to new country settings and ill-suited to the context in which they are implemented. This paper looks at some of the many features that can be used to inform the development of L1-based multilingual education in the context of early literacy programming. Specifically, it examines the use of alternative approaches in the development of flexible theory of change design that integrate early literacy and L1-...

This systematic literature review examines the global digital transformation of second language acquisition (SLA) frameworks, evaluating how digital learning resources (DLRs) impact English language proficiency, learner engagement, and curriculum implementation. Conducting a structured methodology from March to April 2026, empirical and conceptual literature published between 2016 and 2026 was gathered from databases including Google Scholar, ERIC, and ResearchGate. Following strict inclusion and exclusion criteria, 10 finalized studies were selected for comprehensive thematic analysis. The synthesized findings reveal four major dimensions of technology-assisted language instruction: first, linguistic optimization demonstrates that specialized tools-such as digital game-based learning (DGBL) and digital storytelling significantly secure long-term vocabulary retention and optimize receptive sub-skills over traditional rote drilling; second, psychological motivation highlights how Informal Digital Learning of English (IDLE) networks like streaming media, social media, and podcasts substantially lower learners' affective filters, boosting intrinsic motivation and language confidence; third, curriculum anchoring reveals that frequent interaction with digital tools remains linguistically superficial without structured pedagogical scaffolding, proving that technology must be intentionally aligned with explicit learning outcomes; and lastly, professional and systemic barriers present ongoing challenges like teacher literacy gaps, digital distractions, and infrastructure inequalities, which demand rigorous instructional leadership and curriculum supervision. Ultimately, the review concludes that digital resources are highly effective tools for English acquisition provided they are anchored by intentional lesson design. It recommends embedding digital pedagogy principles directly into professional teacher education courses like The Teaching Profession and The Teacher and the School Curriculum, alongside strengthening ongoing administrative support to bridge the digital divide.

This integrated review critically synthesizes the findings of the six articles into one coherent narrative. Rather than discussing each article separately, the discussion follows a logical progression beginning with the theoretical understanding of reading comprehension and ending with practical strategies for improving literacy outcomes among EFL learners.

Andragogy, the art and science of teaching adults, emphasizes learner-centered approaches of adult learners. In the Philippines, the ALS provides a flexible education program aimed at out-of-school youth and adults, enabling them to complete basic education outside the formal school system. This study examines the role of andragogy and the Alternative Learning System (ALS) in fostering lifelong learning for women, focusing on their motivations, strategies, challenges, and the broader impact on their lives. Employing a case study approach, the experiences of two adult women graduates of ALS, Narcissa and Dahlia, were explored to understand their educational journeys. Key findings reveal that their aspirations for self-improvement, economic advancement, and overcoming past educational gaps motivated their pursuit of education. Flexible learning modalities and robust support systems, including family, community, and teacher guidance, played crucial roles in their success. However, the study identified significant challenges, such as balancing family responsibilities, work, and studies, which were mitigated by effective time management, self-discipline, and emotional resilience. The transformative impact of ALS on their lives included improved career prospects, social mobility, and serving as role models within their communities. The findings emphasize the importance of integrating andragogical principles, such as learner-centered approaches and practical applications, to enhance adult learning experiences. Recommendations include increased classroom interaction, skill-based training, streamlined policies for older learners, and localized support initiatives. This study underscores the potential of andragogy and ALS to empower women through education, not only by equipping them with essential knowledge and skills but also by instilling confidence and inspiring lifelong learning. These findings contribute to the understanding of adult education and its capacity to create pathways for personal and community transformation.

Reading comprehension is a fundamental skill that influences academic performance, critical thinking, and lifelong learning. This action research aimed to enhance the reading comprehension skills of Grade 4 pupils at Calomotan Elementary School through the implementation of an interactive story mapping strategy, designed to visualize narrative structures and promote active engagement in learning. Recognizing the difficulties faced by pupils in comprehending texts-especially the frustration-level proficiency observed in the Phil-IRI assessment-this study sought to determine whether story mapping could serve as an effective intervention to improve literacy.

Play has been commonly accepted as the best language of communication with the preschool children. In the playful interactions, they utilize play gadgets and materials in their learning environments. Teachers trained for this level have also strongly advocated and emphasized the play-way method with an environment richly enhanced with play gadgets and materials. This study therefore investigated the impact of enhanced learning environment and its implications on the language development and achievement of the preschool children. Questionnaire was the instrument used to elicit data from one hundred and fifty five preschool teachers. Stratified random sampling was used to select the respondents for the study from seven local council development areas of Ikorodu local government of Lagos state, Nigeria. Results were analyzed using simple percentages and correlation analysis. The findings of the study depict that the environment of the preschool children should provide nourishment for the children's language and overall development and that the content and their learning styles should be quite different from those of the adults

Developing level-appropriate, story-based reading materials for EFL contexts is a labor-intensive process that often exceeds the time constraints of classroom teachers. This study provides a preliminary validation of an automated pipeline designed to bridge the materials gap by transforming public-domain children's literature into curriculum-aligned instructional resources. Using GPT-3.5-turbo, we processed 1,574 source texts from Project Gutenberg, systematically simplifying them to match the Korean Ministry of Education's 3,000-word vocabulary list. The resulting corpus contains 116,809 passages, each featuring six machine-generated comprehension questions and thematic classification via Latent Dirichlet Allocation (LDA). To test the pedagogical viability of the materials, a sample of 23 Korean university students participated in our study. Participants achieved an 85.7% accuracy rate on comprehension tasks, reporting higher engagement with the narrative-driven content than with traditional textbook excerpts. However, qualitative analysis revealed that while the AI achieved high vocabulary precision, human oversight remains necessary to correct occasional disruptions in narrative coherence and cultural nuance. The results suggest that while AI can reduce material development time, teachers should exercise high-level oversight to ensure sociocultural and narrative integrity. By releasing the complete pipeline and dataset as open-source resources, this research suggests one model for teacher-AI collaboration in materials development.

Children's picture books contribute to their socialization and to broadening their cultural perspective. The main objective of this article is to explore the reality of seasonal workers, specifically the story of a Mennonite family that travel from Mexico to Canada as migrant agricultural workers. To do this, we delve into the multimodal analysis of the picture book Migrant (Trottier & Arsenault, 2011). The analytical tools employed in this study are based on the model for reading visual narratives in picture books, proposed by Painter, Martin, and Unsworth (2013) and on Kress and van Leeuwen's (2021) Visual Social Semiotics, which are useful models for the analysis of multimodal texts. The methodology is qualitative-descriptive: the main compositional and interpersonal characteristics of the picture book will be analysed in order to examine the way multimodal meanings help to explore the characters' reality and feelings, which will offer students the possibility of enhancing emotional literacy. The main categories of the analysis will be the layout, framing and focus patterns (compositional meanings) to delve into the portrayal of the characters and into the way the protagonists are foregrounded. In addition, the types of angles, social distance and intimacy, image and gaze will be analysed in order to observe the interpersonal meanings that define the relationships between characters and readers. As a conclusion, the analysis reveals that this picture book is a useful didactic tool to explore both the feelings of seasonal workers and their reality as migrants for a short time. This contributes to introducing intercultural education and emotional literacy in the teaching-learning process, which will benefit children's socialization and their development as global citizens.

This study sought to examine the perceived effects of ARAL Program implementation on the foundational literacy skills of Key Stage 1 learners in public elementary schools in the Division of San Pablo City for the School Year 2025–2026. A total of 256 participants, consisting of 57 school heads and 199 teachers or learning tutors from 66 public elementary schools, took part in the study.

A mixed-methods approach was used, applying descriptive statistics to evaluate ARAL implementation and learners’ literacy skills, and a paired-samples t-test to examine differences between BOSY and EOSY results. Qualitative data were analyzed thematically to identify challenges and enabling factors and were integrated with the quantitative findings.

The study revealed that the ARAL Program is very highly implemented in selected Key Stage 1 classrooms, contributing to significant improvements in learners’ literacy skills, particularly in reading, and a reduction in the number of emerging readers. The results further confirmed a significant difference between BOSY and EOSY assessments, establishing the program’s effectiveness. However, challenges such as learner absenteeism, limited instructional time, increased teacher workload, insufficient materials, and low parental support were encountered. To enhance program outcomes, it is recommended to strengthen support systems, provide adequate and localized materials, improve instructional practices especially in writing, promote active parental involvement, and sustain targeted interventions for struggling learners.

This study, conducted at Marcos P. Estoque Elementary School in Capungagan, Kapalong, Davao del Norte, investigated the effectiveness of the SPELL intervention in improving the spelling proficiency of 29 Grade 4-Silang learners. The intervention incorporated phonemic awareness, pattern recognition strategies, and gamified activities to enhance student learning. Using a quantitative one-group pretest-posttest design, the researchers evaluated students spelling performance before and after the implementation of the intervention. Data analysis was carried out through descriptive statistics and paired sample t-tests. Results shows that the average spelling scores increased from 40.69% before the intervention to 70.07% after the intervention. Moreover, the paired sample t-test revealed that this improvement was statistically significant, t(28) = 23.9, p < .001, with a large effect size (Cohens d = 4.44), indicating that the intervention had a substantial impact on students spelling performance. In addition, insights gathered from interviews with seven students revealed increased confidence, motivation, and the adoption of positive study habits, such as practicing spelling outside the classroom. Learners found techniques like syllable segmentation and pattern recognition to be effective and suggested enhancements, including the integration of technology and more learner-centered approaches. Overall, the study highlights the positive impact of the SPELL intervention on both the spelling proficiency and learning attitudes of students.

يهدف هذا البحث إلى الكشف عن أثر العوامل البيئيّّة (الخارجيّّة) في تطوََّر اللُُّغة كما صورها ابن جني (ت 1002 م) في كتابه (الخصائص)، مقارنة بالمقاربات اللسانيََّة الحديثة عند (هاوجن) ( Einar Haugen,1972 ) في تصوراته حول علاقة اللغة بالبيئة، وعند (موفوينه)( Mufwene 2001, 2012, 2013, 2018)  في أبحاثه حول التطوُُّر اللغوي وعلاقته بالبيئة، متبعًًا المنهج الوصفي التحليلي، ومن أبرز ما توصل له من نتائج: التقارب في فهم العلاقة بين اللغة وبيئتها عند (ابن جني) وأثرها في التطوُُّر اللُُّغويّّ مع المقاربات اللسانية البيئيََّة الحديثة، توضيح حقيقة التنوع اللغوي، وأنََّه ينشأ نتيجة لاختلاف درجات الضغط داخل البيئة الاجتماعيََّة، المعيار اللغويّّ ليس قاعدة مفروضة، فاللغة من منظوره تدار في توازن بين استعمال محلي ومعياريََّة مرجعيََّة، إنََّ نسيان السمات اللغوية أو ثباتها يتأثر بمسار الزمن؛ لذلك لا يكون الاختلاف عنده طارئًًا، بل نتيجة طبيعيََّة لتداخل المكان مع التراكم الزمني للاستعمال.كما تظهر النتائج اتساق معظم عوامل حيوية اللغة عند ابن جني مع ما أقرََّته منظمة (اليونسكو) من مقاييس تؤدي إلى حيويتها.

The current state of literacy in the general population is characterized by an “immense regression” and a systemic loss of sufficient comprehension. This essay explores why individuals are increasingly unable to read in depth, identifying causes such as institutional denoetization, the rise of symbolic misery through digital distraction, and a credential society that prioritizes vocational fitness over substantive learning. It argues that reading sufficiently—engaging with a text’s intended semantics—is essential for restoring human authorship, avoiding historical forgetfulness, and achieving Aristotelian flourishing. Finally, the essay outlines how individuals can reclaim their reading capacity through the POLICE model of self-critique, the practice of enlarged thought, and a transition from “Junior” to “Senior” states of social accountability

This study examined the effectiveness of a Cooperative Storytelling through Role-Playing strategy in enhancing the Filipino oral fluency of Grade 5 learners at Marcos P. Estoque Elementary School. Using the Speaking Fluency Measurement Rubric (SFMR), the strategy addressed common oral fluency difficulties by providing varied situations through text and pictures. A total of 30 students identified with low oral fluency participated in a three-week intervention involving interactive activities focused on pronunciation, vocabulary, content development, and idea construction. The procedure involved three phases: a pre-test to assess baseline skills using the SFMR, implementation of the Cooperative Storytelling through Role-Playing strategy, and a post-test to evaluate learning outcomes. Data were analyzed using descriptive statistics and a paired sample t-test to determine the effectiveness of the intervention. Results indicated a substantial improvement in Filipino oral fluency, with the average score increasing from 28.45% to 78.93% after the intervention showing a statistically significant difference t (29) = 16.2, p <.001). and a large effect size (Cohens d = 2.95). Qualitative data from student interviews revealed that the strategy not only improved fluency but also increased confidence, interest in learning Filipino, and the practical application of speaking skills. The findings suggest that Cooperative Storytelling through Role-Playing, supported by the Speaking Fluency Measurement Rubric, is an effective approach for enhancing oral fluency. It is recommended that teachers integrate this strategy into their instructional methods to provide regular, engaging opportunities that foster oral fluency development and create a more dynamic learning environment.

This study attempts to explore various linguistic, cultural, literary, motivational, and instructional challenges that EFL students face at Seiyun University. When teaching some poems in English classrooms, students encounter these challenges and find it difficult to analyzing them. In spite of using certain techniques in poetry classroom, students often complain of deep engagement with the poetic texts. The study surveyed 135 students using a validated, five-dimension questionnaire and analyzed responses using SPSS. Based on the study, the statistical results indicated that instructional and pedagogical challenges come foremost, closely followed by cultural and contextual barriers and language-related difficulties. Besides, literary analyses of poetic devices were prominent, whereas personal motivation was the least significant factor. The most cognitive obstacles were related to figurative language, cultural contexts, and unfamiliar structures in poetic texts. Gender differences were not statistically significant, suggesting that challenges affected the individuals regardless of demographic group. The study recommends the urgent need for updating instructional approaches, incorporating culturally responsive support to develop poetry literacy through more engaging, student-centered techniques. Significantly, the study provides new insights in curriculum developers, language instructors, and policymakers to boost a superior responsibility of literature in EFL settings.

The number of children growing up in dual language environments is increasing in the United States. Despite the apparent benefits of speaking two languages, children learning English as a second language (ESL) often face struggles, as they may experience poverty and impoverished language input at home. Early exposure to a rich language environment is crucial for ESL children's academic success. This article explores how six evidenced-based principles of language learning can be used to provide support for ESL children. Speaking multiple languages is the norm, not the exception in many parts of the world. Approximately 66% of children throughout the world are being raised bilingual (Associated Press, 2001). In the European Union (EU), 54% of the population can hold a conversation in at least two languages and 25% is able to speak three languages (European Commission, 2012). Even in the United States, roughly 12.9% of individuals over the age of five reported that they spoke a language other than English at home in 2013, representing an increase of 117% since 1990 (U.S. Census Bureau, 2013). Having the ability to speak more than one language

This paper presents an expanded explanation of the Optimized Intervention Framework in Literacy and Numeracy, emphasizing the integration of multimodal strategies, inquiry-based learning, peer support, and technology-enhanced instruction. In recognition of the persistent challenges in foundational skills among learners, the framework proposes a structured and holistic approach to addressing gaps in both literacy and numeracy. The framework draws on current educational research, highlighting the efficacy of peer teaching, phonics instruction, multimodal learning, real-world applications, and inquiry-based techniques in improving academic performance. It also underscores the role of support mechanisms that ensure sustained progress through continuous monitoring, feedback, and differentiated learning opportunities. By situating these strategies within contemporary evidence-based practices, the model provides educators with a practical guide to implementing varied interventions that are learner-centered, developmentally appropriate, and responsive to diverse learning needs. The expanded discussion illustrates how each component contributes uniquely to literacy and numeracy development while working synergistically to create an enriched learning environment. Ultimately, the study affirms that a comprehensive and well-designed intervention framework is critical in cultivating confident, independent, and competent learners prepared for complex academic tasks.

has Montessori training at three levels and 30 years' experience as a guide, special educator, literacy specialist, principal, board member, and state group leader. Susan Zoll is a researcher, consultant, and advocate of Montessori education, and recipient of the American Montessori Society's Impact Award.

Reading fluency is a critical component of literacy, yet many early-grade learners continued to struggle with word recognition, reading confidence, and comprehension, particularly in public schools with limited access to leveled materials and structured interventions. Despite its importance, few studies have examined the combined effects of multimedia, visual aids, interactive materials, and culturally responsive strategies on improving reading fluency in Grade 1 pupils, highlighting a research gap in practical, theory-driven interventions for early learners. This study applied a constructivist and sociocultural framework, emphasizing active engagement, meaningful context, and social interaction in literacy development. Twenty-two Grade 1 pupils participated in the intervention, which integrated multimedia tools such as PowerPoint presentations, YouTube videos, and Smart TVs, alongside play-based learning, storytelling, and culturally relevant instructional materials. Pre- and post-assessments measured letter sounds, rhyming words, sentence reading, fluency, and comprehension. Results showed significant improvements in all areas, with Wilcoxon signed-rank tests revealing W = 253, p < .001 for both foundational skills and fluency, and a rank biserial correlation effect size of 1.00. Findings demonstrated that multimedia-supported, multisensory, and interactive strategies effectively enhanced attention, engagement, and mastery of reading skills, providing a strong mechanism for building early literacy and supporting long-term academic success.

The aim of the Special Issue is to advance understanding of wellbeing in education through cross sector perspectives that foreground continuity, complexity, and collaboration. The scope includes empirical, theoretical, and practice based contributions that examine wellbeing across education sectors; interrogate dominant frameworks and policy discourses; and explore inclusive, ecological, and relational approaches to wellbeing. By bridging sectors and perspectives, this Special Issue seeks to reframe wellbeing as a shared, ethical, and collective responsibility across educational systems. Key themes: Wellbeing initiatives and practices; Wellbeing policy; Understanding impacts for wellbeing across stakeholders.

The purpose of this study is to explore the effectiveness of using short stories to improve reading proficiency in
English as a Foreign Language (EFL) classrooms. The mixed-method design integrates qualitative interviews with
educators and students, focus groups, and classroom observations, along with quantitative pre- and post-test assessments
to determine the impact of short stories on diverse EFL learners' critical thinking, reading comprehension, and vocabulary
acquisition. The participants were 180 EFL learners aged 10–25 at the primary, secondary, and tertiary levels in six
countries. Each of Nigeria, Libya, Pakistan, Jordan, Germany and Mexico provided 10 students at each level and 3
teachers, but the participants in Pakistan were from a Japanese language school in Islamabad along with their Japanese
EFL teachers who participated in the interviews. Despite the challenges educators face in implementing short stories, the
results indicate that short stories provide more engagement and language-rich contexts which raise not only literacy
outcomes but also cultural awareness and emotional connection to texts. The role of narrative-driven activities in
promoting scaffolded learning opportunities is asserted by the thematic analysis of the study’s qualitative data. The
outcome from both aligns with Krashen’s input hypothesis and Vygotsky’s sociocultural theory. The findings of the study
highlight the use of literature to teach reading. As a pedagogical tool, short stories bridge linguistic competence with
critical literacy and intercultural competence. The study discusses a number of case studies in various EFL environments
to demonstrate the importance of using short stories to teach and/or improve reading. This balance between theory and
applicability hopefully provides a roadmap for educators on how to integrate short stories effectively into EFL curricula.
The recommendations include strategies for text selection, activity design, and assessment suitable to different proficiency
levels.

This Special Issue provides a platform for scholarship related to innovative approaches to or expanded conceptions of leading and learning through data-driven decision making (DDDM) that are grounded in human-centered approaches, flourishing and relationships in PK-12 contexts. We welcome papers representing empirical studies, conceptual papers/essays and practitioner narratives (anchored in evidence and/or in collaboration with scholars) that highlight how schools are using data to broader, human-centering ends. We also welcome manuscripts that involve interdisciplinary efforts related to the issue theme. To submit to this Special Issue, please start by sending a proposal (including the article title, abstract, keywords, authorship and affiliations). Proposals that are appropriate to the scope and topic of the Special Issue will receive further instructions, and full manuscripts can then be submitted before the deadline.

The rapid emergence of Generative AI (GenAI) is fundamentally reshaping the landscape of STEM education. This Special Issue aims to present and disseminate the most recent advances related to integrating GenAI into STEM classrooms. We specifically seek contributions that bridge the gap between theoretical AI potential and practical classroom applications. We consider contributions addressing the development of AI-driven teaching workflows, strategies for equipping students with AI literacy, the evolving role of educators in an AI-centric environment, and frameworks for maintaining academic integrity. Topics of interest for publication include, but are not limited to, the following: (i) AI-driven approaches to foster essential technical and professional skills across STEM disciplines; (ii) AI literacy and prompt engineering as a core competency for STEM students; (iii) Enhancing student engagement through active learning and personalized tutoring; (iv) Ethics, bias, and academic integrity in the era of GenAI; (v) GenAI for course design, content generation and assessment.

This study examines the effect of altering text structure, the way information is organized, on reading comprehension among third-and fourth-grade students, focusing on the shift from descriptive informational to a narrative structure. Recognizing that traditional models of reading development tend to overlook text structure, this research investigates how manipulating structural patterns influences comprehension, particularly among low-achieving readers. Guided by the Construction-Integration model, we predicted that presenting the same content in different structures would affect students' comprehension, since structure influences how easily readers can build a coherent mental representation of the text. A total of 166 third-and fourth-grade students participated in the study. Each student read four texts: two in their original descriptive informational structure and two reformatted into a narrative structure, using a controlled rotation method to balance content and minimize bias. Comprehension was assessed through multiple-choice questions targeting different levels of understanding. Results indicated that, across the entire sample, comprehension scores did not significantly differ between text structures. However, low-achieving readers demonstrated improved comprehension when reading texts reformatted into a narrative structure, whereas typical readers performed better with texts in their original descriptive informational format. These findings suggest that narrative structure may reduce cognitive load for low-achieving readers, enabling them to integrate new information more effectively. This study highlights the importance of considering individual differences in reading skills when examining comprehension of informational texts. Further research is recommended to explore the long-term effects of text structure manipulation and to develop approaches that support young readers in processing and understanding informational texts more effectively.

Different language skills are considered fundamental for successful reading and spelling acquisition. Extensive evidence has highlighted the central role of phonological awareness in early literacy experiences. However, many orthographic systems also require the contribution of morphological awareness. The goal of this study was to examine the morphological and phonological awareness skills of preschool children as longitudinal predictors of reading and spelling ability by the end of first grade, controlling for the effects of receptive and expressive vocabulary skills. At Time 1 preschool children from kindergartens in the Greek regions of Attika, Crete, Macedonia, and Thessaly were assessed on tasks tapping receptive and expressive vocabulary, phonological awareness (syllable and phoneme), and morphological awareness (inflectional and derivational). Tasks were administered through an Android application for mobile devices (tablets) featuring automatic application of ceiling rules....

Difficulties in reading acquisition and written information processing remain one of the most widespread challenges within modern educational systems. These challenges are frequently observed in children with dyslexia, autism spectrum conditions, attention regulation difficulties, and in students adapting to learning in multilingual environments.

This paper presents an ESOL teaching guide designed to support multilingual learners in early childhood special education classrooms. The guide is based on research and professional literature related to effective instructional practices for English learners, particularly young students with limited verbal communication skills. The paper is written from the perspective of a self-contained preschool special education teacher working with children aged three to four years old who have diverse language and communication needs. Some students are English learners, while others speak English as their home language but have limited expressive language abilities. The guide highlights several key principles that support language development, including valuing students’ first language, promoting oral communication, using multimodal instructional strategies, and establishing predictable classroom routines. The application section describes how these principles are implemented in classroom practice through visual supports, interactive read-alouds, hands-on learning activities, Total Physical Response, and structured routines. These strategies help young learners participate in classroom activities and develop early language and communication skills. The guide aims to provide practical recommendations for educators working with multilingual learners in inclusive and special education settings.

This phenomenological study examined the lived experiences of volunteer elementary school teachers participating in a regional literacy intervention program in Mati Central District, Division of the City of Mati, Philippines. Ten public elementary school teachers participated in in-depth semi-structured interviews, and the data were analyzed through reflexive thematic analysis. Findings revealed three major challenges: lack of learner engagement and motivation, limited resources and materials, and managing large class sizes with diverse learner needs. They described three coping strategies: creative instructional approaches, resource improvisation, and differentiated attention to learners' needs. They also identified three major insights: professional growth, personal fulfillment, and strengthened community engagement. Across themes, volunteer teachers described service as both demanding and meaningful, requiring constant adaptation, creativity, and relational work with learners and families. The study highlights the need for stronger resource support, targeted training, and community-linked program design to improve volunteer teacher effectiveness and literacy outcomes in underserved contexts.

Informal science and mathematics education has emerged as a critical site for expanding access to STEM learning worldwide. Global trends toward lifelong learning, community-engaged scholarship and calls for more equitable STEM pathways have positioned informal education as essential infrastructure for building scientific and mathematical literacy. Yet questions remain about how these spaces can truly serve all learners, honor multiple ways of knowing and challenge rather than reproduce existing inequities. This Special Issue invites contributions that examine informal science and mathematics education from a global perspective. We seek papers that explore how learning outside of formal classrooms, including museums, afterschool programs, community spaces and everyday environments, supports access, equity and culturally responsive practices. We welcome empirical studies, theoretical insights and practitioner reflections that highlight diverse learners, localized knowledge and innovative pedagogies. Submissions should critically engage with the ways informal settings reimagine science and math learning across cultural, social and political contexts.

This study investigates the persistent issue of child street hawking and its adverse effects on school attendance in rural communities surrounding Usmanu Danfodiyo University, Sokoto. Despite the proximity to a major federal university and the mandates of the Universal Basic Education (UBE) policy, many children in nearby villages such as Shama, Gidan Dalo, Gidan Yaro, and Gidan Sule are engaged in petty trading and menial services within the university campus, rather than attending school. The research adopts a descriptive survey design and is guided by the Human Capital and Social Disorganization theories, aiming to identify the prevalence, socio-economic drivers, and educational consequences of child hawking.  Data were collected from 86 respondents including parents, children, and teachers that are selected through purposive sampling. Structured, close-ended questionnaires were used to obtain information on factors influencing child hawking, parental awareness of UBE policy, and the impact of hawking on learners’ school participation. The instruments were administered, and data were collected and analyzed using descriptive statistics and thematic summaries.  Findings revealed high rates of school absenteeism due to economic hardship, parental illiteracy, and cultural acceptance of child labour. The study underscores the gap between policy and practice, even in areas close to academic institutions. It recommends improved community sensitization, economic empowerment programs, and strengthened local policy enforcement to address child hawking and enhance access to quality basic education.

In most countries, the thinking behind inclusive education has grown out of discussions around specialist segregated provision, integration and mainstreaming. Inclusive education has developed from a single-layered concept, focused on 'mainstreaming' learners with disabilities or special needs into regular schools-as described in the 1994 Salamanca Statement-to a multilayered concept that must be understood as being concerned with developing equitable quality education systems for all learners by moving away from the categorisation of learners and towoards a focus on removing barriers to their presence in mainstream schools, full participation in school and community, and achievement of valued goals-including those wider than academic learning. This Special Issue aims to showcase diverse examples of how school teams can be effectively supported in innovative ways to provide high-quality inclusive education for all their learners. More specifically, it aims to investigate how the transition from special education provision to comprehensive educational support for the benefit of all students Guest Editors

This Special Issue aims to explore practices and policies at all system levels to cultivate belonging and foster rightful presence in early science, technology, engineering, and math (STEM) learning. All children are born scientists, mathematicians, and engineers who are curious and ready to explore the world around them. With intentional planning, adaptations, and facilitation of playful and developmentally appropriate interactions and activities, all children can reach their fullest potential in STEM education. Children with disabilities have the right to high-quality instruction and individualized supports to fully engage in STEM learning experiences and develop a positive STEM identity. Yet, young children with disabilities are often denied the opportunity to engage in STEM learning opportunities. We are seeking submissions that represent innovative and evidence-informed approaches to early STEM learning experiences for young children (from birth to six years of age) with disabilities. These will deepen our collective knowledge and understanding of practices and policies that cultivate belonging and foster the rightful presence of each and every child in early STEM learning.

This study reports on a cross-sectional investigation of lingual coarticulation in 57 typically developing German children (4 cohorts from 3.5 to 7 years of age) as compared with 12 adults. It examines whether the organization of lingual gestures for intrasyllabic coarticulation differs as a function of age and consonantal context. Method: Using the technique of ultrasound imaging, we recorded movement of the tongue articulator during the production of pseudowords, including various vocalic and consonantal contexts. Results: Results from linear mixed-effects models show greater lingual coarticulation in all groups of children as compared with adults with a significant decrease from the kindergarten years (at ages 3, 4, and 5 years) to the end of the 1st year into primary school (at age 7 years). Additional differences in coarticulation degree were found across and within age groups as a function of the onset consonant identity (/b/, /d/, and /g/). Conclusions: Results support the view that, although coarticulation degree decreases with age, children do not organize consecutive articulatory gestures with a uniform organizational scheme (e.g., segmental or syllabic). Instead, results suggest that coarticulatory organization is sensitive to the underlying articulatory properties of the segments combined.

Until at least the end of adolescence, children articulate speech differently than adults. While this discrepancy is often attributed to the maturation of the speech motor system, we sought to demonstrate that the development of spoken language fluency is shaped by complex interactions across motor and cognitive domains. In this study, we specifically tested for a relationship between reading proficiency and coarticulatory organization, a fundamental correlate of spoken language fluency, used for both reading aloud and conversational speech. We conducted reading assessments and ultrasoundbased kinematic measurements of intersegmental coarticulation in a group of 32 German children. In German, a language which supports rather consistent grapheme-to-phoneme relationships, reading aloud uses similar phoneme to speech motor gesture correspondences as well as coarticulatory mechanisms as conversational speech. Using general additive modeling we found that better readers exhibited lower degrees of intersegmental coarticulation than poorer readers. This study therefore provides evidence that reading proficiency interacts with coarticulatory patterns in beginning readers. It suggests that in addition to maturational factors, interactions between speech motor ability and other co-developing skills must be considered to fully account for spoken language fluency.

Purpose: This study examines the temporal organization
of vocalic anticipation in German children from 3 to 7 years
of age and adults. The main objective was to test for
nonlinear processes in vocalic anticipation, which may
result from the interaction between lingual gestural goals
for individual vowels and those for their neighbors over
time.
Method: The technique of ultrasound imaging was employed
to record tongue movement at 5 time points throughout
short utterances of the form V1#CV2. Vocalic anticipation
was examined with generalized additive modeling, an analytical
approach allowing for the estimation of both linear and
nonlinear influences on anticipatory processes.
Results: Both adults and children exhibit nonlinear patterns
of vocalic anticipation over time with the degree and extent
of vocalic anticipation varying as a function of the individual
consonants and vowels assembled. However, noticeable
developmental discrepancies were found with vocalic
anticipation being present earlier in children’s utterances
at 3–5 years of age in comparison to adults and, to some
extent, 7-year-old children.
Conclusions: A developmental transition towards more
segmentally-specified coarticulatory organizations seems to
occur from kindergarten to primary school to adulthood. In
adults, nonlinear anticipatory patterns over time suggest a
strong differentiation between the gestural goals for
consecutive segments. In children, this differentiation is
not yet mature: Vowels show greater prominence over time
and seem activated more in phase with those of previous
segments relative to adults.

The development of phonological awareness, the knowledge of the structural combinatoriality of a language, has been widely investigated in relation to reading (dis) ability across languages. However, the extent to which knowledge of phonemic units may interact with spoken language organization in (transparent) alphabetical languages has hardly been investigated. The present study examined whether phonemic awareness correlates with coarticulation degree, commonly used as a metric for estimating the size of children's production units. A speech production task was designed to test for developmental differences in intra-syllabic coarticulation degree in 41 German children from 4 to 7 years of age. The technique of ultrasound imaging allowed for comparing the articulatory foundations of children's coarticulatory patterns. Four behavioral tasks assessing various levels of phonological awareness from large to small units and expressive vocabulary were also administered. Generalized additive modeling revealed strong interactions between children's vocabulary and phonological awareness with coarticulatory patterns. Greater knowledge of sub-lexical units was associated with lower intra-syllabic coarticulation degree and greater differentiation of articulatory gestures for individual segments. This interaction was mostly nonlinear: an increase in children's phonological proficiency was not systematically associated with an equivalent change in coarticulation degree. Similar findings were drawn between vocabulary and coarticulatory patterns. Overall, results suggest that the process of developing spoken language fluency involves dynamical interactions between cognitive and speech motor domains. Arguments for an integrated-interactive approach to skill development are discussed.

Learning to read is a crucial milestone in children’s development that has a lasting impact on socioeconomic integration and professional success. In transparent orthographies (e.g., German) bearing consistent relations
between graphemes and phonemes, beginning readers rely on sequential grapheme-to-phoneme recoding. This leads to early segmental accuracy but protracts word reading fluency. The present study revisited the seriality in
word reading with innovative kinematic measurements of anticipatory coarticulation, an essential feature of speech fluency. We employed ultrasound imaging to investigate German beginning and proficient readers’
tongue movements when reading aloud or repeating acoustically presented pseudowords. Using generalized additive mixed models, we show that unlike adults, children in 2nd and 3rd grade initiated lingual gestures for target
vowels substantially later in the Reading compared to the Repetition condition. Their extent of anticipatory coarticulation was therefore lower in the former than in the latter condition. The present study provides first evidence that after 2 years of formal reading training, children still lack phonemic blending fluency when reading aloud.
It further demonstrates the potential of kinematic measurements to detect fine-grained differences in phonological recoding not revealed by standard measures of reading fluency. Implications for models of oral word reading
and its development, as well as developmental changes in phonological representations, are discussed.

El capítulo gira en torno a reflexiones auto etnográficas sobre mis experiencias familiares y mis recorridos laborales y académicos, los mentores que me han guiado y los recursos a los que (no) he tenido acceso durante mi devenir (co)autora. Describo la manera en que la combinación de estos aspectos ha contribuido al proceso de construcción de mi identidad como docente-investigadora y escritora plurilingüe en una
universidad argentina. Desde una óptica que entiende a la escritura académica como productora de conocimiento y como un proceso complejo que se extiende durante toda la vida, narro algunas experiencias de escritura ocurridas en la niñez y la juventud que prepararon el terreno para el desarrollo de mis actividades académicas y profesionales. Brevemente destaco el rol central que ha tenido la escritura no solo para
enseñar, investigar y publicar, sino también en la elaboración de géneros ocultos y transicionales ya que éstos también han contribuido al desarrollo de mi conciencia de los géneros, a la (re)configuración de mi identidad autoral y a la posibilidad de negociar y trabajar colaborativamente en redes académicas. El texto está escrito en tres idiomas (español, inglés y francés) a los que recurro según el papel y la importancia que haya tenido cada uno en cada instancia particular.

O capítulo aborda reflexões auto-etnográficas sobre as minhas
experiências familiares e trajetórias laborais e acadêmicas, os mentores que me guiaram e os recursos aos quais (não) tive acesso durante a minha evolução como (co)autora. Descrevo como a combinação desses aspectos contribuiu para o processo de construção da minha identidade como professora-pesquisadora e escritora plurilíngue em uma universidade argentina. Desde uma perspectiva que entende
a escrita acadêmica como produtora de conhecimento e como um processo complexo que se estende ao longo da vida, relato algumas experiências de escrita ocorridas na infância e juventude que prepararam o terreno para o desenvolvimento das minhas atividades acadêmicas e profissionais. Destaco brevemente o papel central que a escrita teve não apenas para ensinar, pesquisar e publicar, mas também na elaboração de
gêneros ocultos e de transição, pois estes também contribuíram para o desenvolvimento da minha consciência em relação aos gêneros, para a (re)configuração da minha identidade autoral e para a possibilidade de negociar e colaborar em redes acadêmicas. O texto está escrito em três idiomas (espanhol, inglês e francês), aos quais recorro de acordo com o papel e a importância que cada um teve em cada instância específica.

This article, a literature review of current trends in bi-literacy development and bilingual education examines published research dedicated to exploring the literacy strengths in the primary language that immigrant children bring to the classroom, and the potential of these children for becoming bilingual and bi-literate. The focus of the review is on research concentrated on school children who are developing literacy in two languages or have become literate in Spanish before starting school in an American classroom. The article identifies gaps in the literature and areas that deserve further research.

This Special Issue seeks to bring together research that examines how the divide between research and practice in early language and literacy education may be bridged. We welcome submissions that explore effective instructional practices, professional learning models, partnerships, policy structures, and translational research approaches that support evidence-informed teaching. Contributions may focus on diverse populations, including multilingual learners, children from underserved communities, children with language delays or disabilities, and other learners whose needs are often underrepresented in research and practice. We encourage submissions from a range of methodological perspectives, including original research articles, reviews, mixed-methods studies, action research, and practitioner-researcher collaborations. By bringing together diverse perspectives on implementation, translation, and practice, this Special Issue aims to contribute meaningful insights into how educators, policymakers, researchers, and communities can work together to ensure that all children benefit from strong, researchinformed early language and literacy instruction.

In their 1985 report, Becoming a Nation of Readers: The Report of the Commission on Reading, Anderson, Hiebert, Scott, and Wilkinson defined reading and proposed five principles that guide its successful enactment: (1) reading is a constructive process, (2) reading must be fluent, (3) reading must be strategic, (4) reading requires motivation, and (5) reading is a continuously developing skill. In this article we revise the definition from reading to literacy and rethink the principles in response to theoretical and empirical developments in the intervening years with regard to the processes of, and contexts for, reading. Our updated principles include: (1) literacy is a constructive, integrative, and critical process situated in social practices; (2) fluent reading is shaped by language processes and contexts; (3) literacy is strategic and disciplinary; (4) literacy entails motivation and engagement; and (5) literacy is a continuously developing set of practices. We redefine each p...

Abstract
In this study, the impact of the “Richness of Our Language Project”, implemented by the Ministry of National Education during the 2023-2024 academic year across all grade levels, on the verbal language skills of preschool children was examined from the perspectives of teachers and parents. In this context, teachers’ and parents’ perspectives provide valuable insights from the field regarding the implementation of the project and allow a clearer understanding of the gains achieved in children’s language development. The study group consisted of teachers from kindergartens in a provincial center who implemented the project and the parents of the children who benefited from it. During the data collection process, interview forms prepared in line with the scope and activity steps of the project were used; in addition, documents kept by one of the interviewed teachers regarding the project were examined. By using these multiple data sources, data triangulation was achieved and the reliability of the findings was enhanced. The data were analyzed using content analysis techniques. The results indicated that the project supported the development of children’s verbal language skills, expanded their vocabulary, and increased the frequency of book-reading activities between parents and children at home. The findings highlight the significance of feedback from both teachers and parents regarding the project’s implementation and underscore the importance of enhancing collaboration and communication among educational stakeholders.
richness of our language project, oral language skills, early literacy, preschool education

The study investigated the components of the Zambian Primary School Literacy Instruction Program in Nyimba district and examined whether there were literacy skills deficiencies among grade five learners. Explanatory sequential research design was used on 142 study participants. Through interviews with grade teachers, six core components: phonemic awareness, phonics instruction, reading fluency, vocabulary, reading comprehension and writing were identified as essential for effective literacy education. Analysis of pre-test data revealed alarming deficiencies, particularly in vocabulary, dictation, story writing, pronunciation and sentence fluency, indicating inadequate foundational skills among students. Deficits in these areas hindered academic performance, access to complex texts and critical thinking opportunities. Contributing factors included a lack of English dictionaries, insufficient storybooks and teacher disorientation regarding effective literacy instruction methods. The findings underscore the necessity of a comprehensive literacy framework that integrates all components of literacy, providing adequate resources, and enhance teacher training. By addressing these challenges, the study advocates for improved literacy outcomes, ultimately fostering a stronger foundation for lifelong learning in resource-constrained educational environments.

Storytelling is a fundamental method of traditional education used to preserve and transmit indigenous knowledge, including skills and tacit knowledge, across generations in traditional Zambia societies. This study investigated primary school teachers' perceptions of the benefits of storytelling-based instructional pedagogy on literacy achievement for fifth-grade students in Nyimba District in Eastern Province of Zambia. Employing a qualitative collective case study design, four fifth-grade teachers were trained to implement a twelve-week storytelling intervention in their classrooms. The participants subsequently underwent structured in-depth post-intervention interviews to gather their perceptions regarding storytelling's impact on literacy among their students. The results supported schema-building and sociocultural mediation theories, which assert that narrative structures provide a critical framework for literacy instruction, facilitating the integration of new information into existing cognitive models through social interaction. Teachers reported that storytelling offered a holistic, integrated approach to literacy instruction, amplifying foundational skills such as reading, writing, listening, and speaking into a cohesive pedagogical experience. Furthermore, it fostered the development of higher-order cognitive skills and metalinguistic awareness. Storytelling was also noted to promote a collaborative culture, build confidence, and enhance self-expression. The strategy's applicability across subjects, such as integrated science and social science, along with its local cultural relevance, were identified as key components of storytelling pedagogy. Consequently, it can be argued that storytelling represents a cost-effective and culturally adaptable approach that can be scaled across primary schools with targeted teacher training, careful story selection, follow-up tasks, and incorporation into national literacy policies to improve low literacy rates in Zambia.