Piano sight-reading competency, which is highly important for an aspiring musician who needs to face diverse musical problems, is an integral part of becoming a smooth performer. The aims of this systematic literature review concerning piano sight-reading pedagogy approaches between 2019 and 2024 are to determine the strengths and weaknesses of the peer-reviewed literature. The article examines cognitive, behavioral, and technological methods and tools of enhancing learning outcomes, based on the concept of cognitive load, constructivism, and behaviorist perspective. The cognitive strategies highlight the role of hand-eye coordination, short-term memory, and visual process; while the behavioral ones emphasize the importance of daily practice and feedback from the teacher. Emerging technologies, like VR and AI-driven platforms, are redefining education and offering unique ways of learning and forgetting. While achievements of the past are notable, challenges such as access and efficacious long-term approaches remain. The next step of research should be to focus on sustainable teaching methods and international perspectives to achieve homogeneous and effective sight-reading teaching worldwide. This essay provides an overview of integrated and adaptable teaching strategies that combine both traditional and modern tools for the development of versatile and confident musicians’ skills.

Research indicates a strong correlation between sociodemographic factors and success in learning to read. This study examines the sociodemographic characteristics of 1131 preschool and 1st-grade children in Portuguese public schools and explores the relationship between these characteristics and key competencies for reading acquisition. The collection included a sociodemographic questionnaire and pre-reading skills, such as letter-sound knowledge. To assess the relationship between the sociodemographic variables and the letter-sound knowledge, inter-subjects (parametric and non-parametric) difference tests were conducted, as well as correlation analyses. To understand whether letter-sound knowledge is predicted by sociodemographic variables, a multiple linear regression analysis was performed using the Enter method. The results suggest that the mother’s education is the variable that most strongly contributes to success in reading acquisition. Socioeconomic status and the type of school also play a role in reading achievement. Identifying the sociodemographic factors that most strongly correlate with reading acquisition success is crucial for a more accurate identification of at-risk children and to provide targeted support/inclusion in reading skills promotion projects.

This study explores the impact of Project-Based Learning (PBL) and locally sourced reading materials on improving speaking proficiency in English as a Foreign Language (EFL) learners. The participants consist of college students aged 18 to 19 years. Forty-four participants from two groups—experimental and control—were evaluated using pre-and post-tests. The experimental group engaged with local cultural reading materials and followed a PBL framework, while the control group used standard commercial textbooks from Western publishers. The findings reveal that the experimental group demonstrated significantly improved fluency, vocabulary, and speaking confidence compared to the control group, with 37.04% showing improvement. PBL facilitated collaborative learning in real-life scenarios, reducing anxiety and fostering more significant participation in speaking tasks. In contrast, the control group showed minimal improvement, highlighting the limitations of traditional lecture-based methods. This study concludes that integrating PBL and locally relevant content into language instruction can enhance speaking proficiency, learner motivation, and engagement. The results suggest that PBL is a dynamic approach that supports developing linguistic and collaborative skills, providing a more holistic learning experience.

The objective of this research was to analyze several reading and writing methods used in educational settings, evaluating their pedagogical approaches and their effectiveness in the process of learning to read and write in school-age children. A systematic review was carried out in the open databases Dialnet and ScieELO, using different inclusion and exclusion criteria, which resulted in 164 documents, applying the PRISMA protocol, 20 were selected. A narrative synthesis analysis was carried out on the following dimensions: reading and writing methods, applied strategies, similarities with other methods and impact on the development of literacy. It is concluded that the combined application of the methods of synthetic and analytical approaches to reading and writing paves the way to attend to the diversity of learning styles, facilitates the strengthening of specific linguistic skills, and strengthens reading comprehension and writing competence.

One of the most frequently debated subjects in international forums is economic growth, which is regarded as a global priority. Consequently, researchers have turned their attention from conventional economic growth at a single average coefficient to divisible economic growth at levels of its value. Although the existing literature has discussed several determinants of economic growth, our article contributes to examining the sources of economic growth in African countries during the generations of reforms from 1990 to 2019 and in the context of economic vulnerability. The variables used in the analysis are gross domestic product, trade openness, financial development, and economic vulnerability. The study uses a quantile regression econometric model to examine these variables at different stages of reform. Quantile regression (QR) estimates for quantiles 0.05 to 0.95 showed mixed results: financial development is favorable to African economic growth at all quantile levels. However, economic vulnerability is a major impediment to economic growth at all quantile levels. In addition, it was found that a high degree of trade openness has a detrimental effect on African economic growth from quantile 0.5 of the dependent variable. Finally, another important result proves that financial development is a remedy for decision-makers against economic vulnerability.

This study investigates the application and effectiveness of modern teaching techniques in improving reading literacy among elementary school students in Kazakhstan. In the rapidly evolving educational landscape, the integration of innovative pedagogical strategies is essential to foster student reading skills and general literacy. This study aims to explore how these modern teaching techniques can be applied to improve reading literacy among elementary school students in Kazakhstan. The study sample includes 64 respondents to the research. The key modern teaching techniques explored in this study include the use of digital learning tools, interactive reading sessions, differentiated instruction, and collaborative learning activities. The findings reveal significant improvements in reading literacy among students exposed to these techniques, highlighting the potential of modern pedagogy to bridge literacy gaps and promote educational equity. Furthermore, the study discusses the challenges and opportunities to implement these techniques within the Kazakhstani educational system. The results provide valuable information for educators, policymakers, and stakeholders aiming to improve reading literacy through innovative teaching practices.