What cognitive processes and skills do children draw on to make meaning from text? How are these capacities consolidated over the course of development? What puts some learners at risk for comprehension difficulties? This authoritative volume presents state-of-the-science research on the behavioral and biological components of successful reading comprehension. Uniquely integrative, the book covers everything from decoding, fluency, and vocabulary knowledge to embodiment theory, eye movements, gene–environment interactions, and neurobiology. The contributors are prominent investigators who describe their methods and findings in depth and identify important implications for the classroom.

You know the story of Banting, but did you know that was only the beginning? Since Sir Frederick Banting's discovery of insulin at the University of Toronto in 1921, Canadian scientists have remained on the frontlines of the development of new treatments for diabetes, and the quest for a cure. Around the globe, people with diabetes are benefiting from breakthroughs with a Canadian connection. Islet transplants, GLP-1 agonist medications, and a better understanding of the development of type 2 diabetes in children from remote Indigenous communities-all of this and more has come from Canada. Beyond Banting takes you behind the scenes with remarkable scientists from across the country who are building on Banting's legacy and ensuring Canada remains at the forefront of this fascinating and important field.

How can one exchange information e?ectively when the medium of com- nication introduces errors? This question has been investigated extensively starting with the seminal works of Shannon (1948) and Hamming (1950), and has led to the rich theory of “error-correcting codes”. This theory has traditionally gone hand in hand with the algorithmic theory of “decoding” that tackles the problem of recovering from the errors e?ciently. This thesis presents some spectacular new results in the area of decoding algorithms for error-correctingcodes. Speci?cally,itshowshowthenotionof“list-decoding” can be applied to recover from far more errors, for a wide variety of err- correcting codes, than achievable before. A brief bit of background: error-correcting codes are combinatorial str- tures that show how to represent (or “encode”) information so that it is - silient to a moderate number of errors. Speci?cally, an error-correcting code takes a short binary string, called the message, and shows how to transform it into a longer binary string, called the codeword, so that if a small number of bits of the codewordare ?ipped, the resulting string does not look like any other codeword. The maximum number of errorsthat the code is guaranteed to detect, denoted d, is a central parameter in its design. A basic property of such a code is that if the number of errors that occur is known to be smaller than d/2, the message is determined uniquely. This poses a computational problem,calledthedecodingproblem:computethemessagefromacorrupted codeword, when the number of errors is less than d/2.

The work of teachers is not just to teach. We are also responsible for the basic needs of students. Helping students eat and live, and also helping them find the tools they need to reflect on the present moment. This is exactly in keeping with Paulo Freire's insistence that critical pedagogy be focused on helping students read their world; but more and more, we must together reckon with that world. Teaching must be an act of imagination, hope, and possibility. Education must be a practice done with hearts as much as heads, with hands as much as books. Care has to be at the center of this work.For the past ten years, Hybrid Pedagogy has worked to help craft a theory of teaching and learning in and around digital spaces, not by imagining what that work might look like, but by doing, asking after, changing, and doing again. Since 2011, Hybrid Pedagogy has published over 400 articles from more than 200 authors focused in and around the emerging field of critical digital pedagogy. A selection of those articles are gathered here. This is the first peer-reviewed publication centered on the theory and practice of critical digital pedagogy. The collection represents a wide cross-section of both academic and non-academic culture and features articles by women, Black people, indigenous people, Chicanx and Latinx writers, disabled people, queer people, and other underrepresented populations. The goal is to provide evidence for the extraordinary work being done by teachers, librarians, instructional designers, graduate students, technologists, and more - work which advances the study and the praxis of critical digital pedagogy.

Prepares teachers for careers in literacy education, emphasizing the role of literacy education in promoting the spirit of democratic life. Chapters on the reading process, teacher empowerment, teaching approaches, higher order literacy, content area reading, and literacy provisions for children wit