the multifaceted comprehension heuristic proposed in this commentary is designed to invite members of the literacy community to embrace and unpack the complexity of digital reading while also working to promote greater clarity around important dimensions of reading worthy of consideration in the future. Organizing dimensions of digital comprehension in [the RAND Reading Study Group’s] (2002) framework can help further expand our thinking by validating familiar understandings of text, activity, reader, and context as part of comprehension while also highlighting important differences within and across these elements as technology continues to transform our conceptions of reading in the years ahead.

has overwhelmingly presented the benefits for [emergent bilinguals], including impactful opportunities for agentively expressing identities, reshaping traditional classrooms, and expanding communicative repertoires. These findings underscore Kress’s (2003) assertion that multimodal literacies can offer “an inversion in semiotic power” (p. 9) that allows composers to express themselves in innovative and empowering ways not typically afforded with written texts.

emerging bilingual learners’ biliteracy abilities are often underestimated when monolingual reading assessments, such as the DIBELS, are used to identify students as having difficulties in learning or to guide literacy instruction. [We] propose a holistic form of biliterate assessment that uses writing as a means to understand what emerging bilingual learners actually know about literacy.

Through our examination of students’ biliterate writing, we were able to uncover the vast amount of knowledge they had related to literacy, skills that were not apparent through either DIBELS or [its Spanish equivalent,] IDEL. In fact, some of the skills most often “remediated,” such as phonemic awareness, or ability to decode words and connect words and ideas in meaningful ways, were readily apparent in students’ Spanish and English writing samples. In fact, these students’ writing samples illustrate well the theory of holistic bilingualism in that what students knew in one language (e.g., the alphabetic principle, organization of text, the fact that punctuation marks are needed for meaning making) were frequently applied across languages in one direction or in bidirectional ways.

students speaking a minority home language exhibited a higher reading self‐concept. Cross‐lagged paths revealed reciprocal effects between reading achievement and reading self‐concept from grade 1 to grade 2, particularly for students with German as a home language. Minority home‐language students showed significantly lower effects of reading achievement on their subsequent reading self‐concept from grade 1 to grade 2. From grade 2 onward, reading achievement predicted reading self‐concept, but not vice versa.

engage students in writing as both a digital process and a social process. The essential elements studied in this model include the following: (a) sustained professional development, including the gradual release of teacher inquiry; (b) writing as a social practice; and (c) the use of digital tools to engage students in writing.

supporting students’ orthographic processing skills at early stages of literacy education....A statistically significant interaction between orthographic processing and rime neighbors suggested that the effect of rime neighbors on spelling acquisition was moderated by learners’ orthographic processing ability. Thus, spelling instruction should perhaps be tailored to students’ levels of orthographic processing ability. For students with less developed orthographic processing skills, grouping words based on rime neighbors might help facilitate their spelling acquisition. Nevertheless, the benefit of rime neighbors is less evident for students with well‐developed orthographic processing skills.

there is no support for the overall validity of a single developmental pattern in German students with [learning disabilities] regarding the development of phonological processing. Depending on the aspect of phonological information processing that is considered, we found evidence in favor of persistent deficits (with respect to phonological awareness), increasing differences (the phonological loop), and decreasing deficits (alphanumeric [rapid automatized naming]).

the results of this study are an important contribution to knowledge about what works to improve literacy outcomes for students in Haiti and other fragile contexts. Despite many difficulties, the results demonstrate considerable gains in most literacy skill areas.…A program such as Read to Learn might be a solution to the learning crisis in additional poor and fragile contexts.

本评论中提出的多角度理解启发式方法旨在邀请识字社区成员拥抱和解开数字阅读的复杂性，同时还致力于在将来值得考虑的重要阅读方面提高清晰度。在[RAND阅读研究小组（2002）]框架中组织数字理解的维度，可以通过验证对文本，活动，读者和上下文的熟悉理解作为理解的一部分，从而帮助进一步扩展我们的思维，同时强调这些元素内部和之间的重要差异。随着技术的发展，未来几年我们的阅读观念将不断发生变化。

绝大多数地为[新兴双语者]带来了好处，包括有意义地表达身份，重塑传统教室和扩大交流方式的有效机会。这些发现强调了克雷斯（2003）的断言，即多峰文学可以提供“符号学力量的颠倒”（第9页），使作曲家能够以创新和授权的方式表达自己，而这通常是书面文本所无法提供的。

当使用单语阅读评估（例如DIBELS）来识别学生学习困难或指导识字教学时，新兴的双语学习者的双语能力通常会被低估。[我们]提出了一种整体形式的双语评估，该评估以写作为手段来理解新兴的双语学习者对识字的实际了解。

通过检查学生的两文写作，我们发现了与识字有关的大量知识，这些知识是通过DIBELS或[相当于西班牙文的语言] IDEL所不具备的。实际上，在学生的西班牙语和英语写作样本中，很容易理解一些最常“补救”的技能，例如音素意识，或以有意义的方式对单词进行解码以及将单词和思想联系起来的能力。实际上，这些学生的写作样本很好地说明了整体双语理论，因为学生在一种语言中所知道的内容（例如，字母原理，文本组织，需要标点符号的事实这一事实）经常被跨语言应用。以一个方向或双向方式。

母语为母语的学生表现出较高的阅读自我概念。交叉滞后的路径揭示了从1年级到2年级的阅读成绩和阅读自我概念之间的相互影响，特别是对于德语为母语的学生。少数族裔学生从1年级到2年级，其阅读成就对其后续阅读自我概念的影响要低得多。从2年级开始，阅读成就可以预测阅读自我概念，反之则不然。

让学生写作既是数字过程又是社会过程。在该模型中研究的基本要素包括：（a）持续的专业发展，包括逐步释放教师询问；（b）写作是一种社会实践；（c）使用数字工具吸引学生写作。

在识字教育的早期阶段支持学生的拼字处理技能....拼字处理与子邻居之间的统计学显着相互作用表明，学习者的拼字处理能力可以缓解子邻居对拼写习得的影响。因此，也许应该根据学生的拼字处理能力来定制拼写指导。对于拼写处理能力较差的学生，基于雾rim邻居对单词进行分组可能有助于他们的拼写学习。但是，对于拥有良好拼字处理技能的学生来说，雾rim邻居的好处并不明显。

对于有学习障碍的德国留学生，在语音处理发展方面，没有单一发展模式的整体有效性的支持。根据所考虑的语音信息处理方面，我们发现了证据，这些证据支持持续的缺陷（关于语音意识），差异增加（语音回路）和缺陷减少（字母数字[快速自动命名]）。

这项研究的结果对了解如何提高海地和其他脆弱环境的学生的识字效果的知识做出了重要贡献。尽管有许多困难，但结果表明在大多数识字技能领域都取得了相当大的进步。……诸如“阅读学习”之类的程序可能是在其他贫困和脆弱环境下解决学习危机的解决方案。