late-emerging poor readers: Topics by Science.gov

Sample records for late-emerging poor readers

Prevalence and Nature of Late-Emerging Poor Readers.

PubMed

Catts, Hugh W; Compton, Donald; Tomblin, J Bruce; Bridges, Mindy Sittner

2012-02-01

Some children demonstrate adequate or better reading achievement in early school grades, but fall significantly behind their peers in later grades. These children are often referred to as late-emerging poor readers. In this study, we investigated the prevalence and heterogeneity of these poor readers. We also examined the early language and nonverbal cognitive abilities of late-emerging poor readers. Participants were 493 children who were a subsample from an epidemiological study of language impairments in school-age children. In kindergarten, children were administered a battery of language, early literacy, and nonverbal cognitive measures. Word reading and reading comprehension achievement was assessed in second, fourth, eighth, and tenth grades. Latent transition analysis was used to model changes in reading classification (good vs. poor reader) across grades. Population estimates revealed that 13.4% percent of children could be classified as late-emerging poor readers. These children could be divided into those with problems in comprehension alone (52%), word reading alone (36%), or both (12%). Further results indicated that late-emerging poor readers often had a history of language and/or nonverbal cognitive impairments in kindergarten. Subtypes of poor readers also differed significantly in their profiles of language, early literacy, and nonverbal cognitive abilities in kindergarten. Results are discussed in terms of causal factors and implications for early identification.
Prevalence and Nature of Late-Emerging Poor Readers

ERIC Educational Resources Information Center

Catts, Hugh W.; Compton, Donald; Tomblin, J. Bruce; Bridges, Mindy Sittner

2012-01-01

Some children demonstrate adequate or better reading achievement in early school grades but fall significantly behind their peers in later grades. These children are often referred to as late-emerging poor readers. In this study, we investigated the prevalence and heterogeneity of these poor readers. We also examined the early language and…
A Longitudinal Examination of the Persistence of Late Emerging Reading Disabilities.

PubMed

Etmanskie, Jill M; Partanen, Marita; Siegel, Linda S

2016-01-01

There are some children who encounter unexpected reading difficulties in the fourth grade. This phenomenon has been described as late emerging reading disabilities (LERD). Using Grade 4 as a starting point, this study examined the reading development of 964 children between kindergarten and Grade 7. The results showed that 72.0% of children had typical reading performance in Grade 4, whereas there was 0.7% with poor word reading, 12.6% with poor reading comprehension, 2.5% with poor word reading and comprehension, and 12.2% with borderline performance. We also showed that there were similar proportions of children who had early versus late emerging reading difficulties; however, most of the late emerging poor readers recovered by Grade 7. Furthermore, our study showed that poor comprehenders showed poorer performance than typical readers on word reading, pseudoword decoding, and spelling between Grade 1 and Grade 7 and poorer performance on a working memory task in kindergarten. Overall, this study showed that most children recover from late emerging reading problems and that working memory may be an early indicator for reading comprehension difficulties. © Hammill Institute on Disabilities 2014.
Modeling Polymorphemic Word Recognition: Exploring Differences among Children with Early-Emerging and Late- Emerging Word Reading Difficulty

ERIC Educational Resources Information Center

Kearns, Devin M.; Steacy, Laura M.; Compton, Donald L.; Gilbert, Jennifer K.; Goodwin, Amanda P.; Cho, Eunsoo; Lindstrom, Esther R.; Collins, Alyson A.

2016-01-01

Comprehensive models of derived polymorphemic word recognition skill in developing readers, with an emphasis on children with reading difficulty (RD), have not been developed. The purpose of the present study was to model individual differences in polymorphemic word recognition ability at the item level among 5th-grade children (N = 173)…
Learning disabled and average readers' working memory and comprehension: does metacognition play a role?

PubMed

Swanson, H L; Trahan, M

1996-09-01

The present study investigates (a) whether learning disabled readers' working memory deficits that underlie poor reading comprehension are related to a general system, and (b) whether metacognition contributes to comprehension beyond what is predicted by working memory and word knowledge. To this end, performance between learning and disabled (N = 60) and average readers (N = 60) was compared on the reading comprehension, reading rate, and vocabulary subtests of the Nelson Skills Reading Test, Sentence Span test composed of high and low imagery words, and a Metacognitive Questionnaire. As expected, differences between groups in working memory, vocabulary, and reading measures emerged, whereas ability groups were statistically comparable on the Metacognitive Questionnaire. A within-group analysis indicated that the correlation patterns between working memory, vocabulary, metacognition, and reading comprehension were not the same between ability groups. For predicting reading comprehension, the metacognitive questionnaire best predicted learning disabled readers' performance, whereas the working memory span measure that included low-imagery words best predicted average achieving readers' comprehension. Overall, the results suggest that the relationship between learning disabled readers' generalised working memory deficits and poor reading comprehension may be mediated by metacognition.
Low self-concept in poor readers: prevalence, heterogeneity, and risk.

PubMed

McArthur, Genevieve; Castles, Anne; Kohnen, Saskia; Banales, Erin

2016-01-01

There is evidence that poor readers are at increased risk for various types of low self-concept-particularly academic self-concept. However, this evidence ignores the heterogeneous nature of poor readers, and hence the likelihood that not all poor readers have low self-concept. The aim of this study was to better understand which types of poor readers have low self-concept. We tested 77 children with poor reading for their age for four types of self-concept, four types of reading, three types of spoken language, and two types of attention. We found that poor readers with poor attention had low academic self-concept, while poor readers with poor spoken language had low general self-concept in addition to low academic self-concept. In contrast, poor readers with typical spoken language and attention did not have low self-concept of any type. We also discovered that academic self-concept was reliably associated with reading and receptive spoken vocabulary, and that general self-concept was reliably associated with spoken vocabulary. These outcomes suggest that poor readers with multiple impairments in reading, language, and attention are at higher risk for low academic and general self-concept, and hence need to be assessed for self-concept in clinical practice. Our results also highlight the need for further investigation into the heterogeneous nature of self-concept in poor readers.
Low self-concept in poor readers: prevalence, heterogeneity, and risk

PubMed Central

Castles, Anne; Kohnen, Saskia; Banales, Erin

2016-01-01

There is evidence that poor readers are at increased risk for various types of low self-concept—particularly academic self-concept. However, this evidence ignores the heterogeneous nature of poor readers, and hence the likelihood that not all poor readers have low self-concept. The aim of this study was to better understand which types of poor readers have low self-concept. We tested 77 children with poor reading for their age for four types of self-concept, four types of reading, three types of spoken language, and two types of attention. We found that poor readers with poor attention had low academic self-concept, while poor readers with poor spoken language had low general self-concept in addition to low academic self-concept. In contrast, poor readers with typical spoken language and attention did not have low self-concept of any type. We also discovered that academic self-concept was reliably associated with reading and receptive spoken vocabulary, and that general self-concept was reliably associated with spoken vocabulary. These outcomes suggest that poor readers with multiple impairments in reading, language, and attention are at higher risk for low academic and general self-concept, and hence need to be assessed for self-concept in clinical practice. Our results also highlight the need for further investigation into the heterogeneous nature of self-concept in poor readers. PMID:27867764
Alternate reading strategies and variable asymmetry of the planum temporale in adult resilient readers.

PubMed

Welcome, Suzanne E; Leonard, Christiana M; Chiarello, Christine

2010-05-01

Resilient readers are characterized by impaired phonological processing despite skilled text comprehension. We investigated orthographic and semantic processing in resilient readers to examine mechanisms of compensation for poor phonological decoding. Performance on phonological (phoneme deletion, pseudoword reading), orthographic (orthographic choice, orthographic analogy), and semantic (semantic priming, homograph resolution) tasks was compared between resilient, poor and proficient readers. Asymmetry of the planum temporale was investigated in order to determine whether atypical readers showed unusual morphology in this language-relevant region. Resilient readers showed deficits on phonological tasks similar to those shown by poor readers. We obtained no evidence that resilient readers compensate via superior orthographic processing, as they showed neither exceptional orthographic skill nor increased reliance on orthography to guide pronunciation. Resilient readers benefited more than poor or proficient readers from semantic relationships between words and experienced greater difficulty when such relationships were not present. We suggest, therefore, that resilient readers compensate for poor phonological decoding via greater reliance on word meaning relationships. The reading groups did not differ in mean asymmetry of the planum temporale. However, resilient readers showed greater variability in planar asymmetry than proficient readers. Poor readers also showed a trend towards greater variability in planar asymmetry, with more poor readers than proficient readers showing extreme asymmetry. Such increased variability suggests that university students with less reading skill display less well regulated brain anatomy than proficient readers. Copyright 2010 Elsevier Inc. All rights reserved.
Evidence for Deficits in the Temporal Attention Span of Poor Readers

PubMed Central

Visser, Troy A. W.

2014-01-01

Background While poor reading is often associated with phonological deficits, many studies suggest that visual processing might also be impaired. In particular, recent research has indicated that poor readers show impaired spatial visual attention spans in partial and whole report tasks. Given the similarities between competition-based accounts for reduced visual attention span and similar explanations for impairments in sequential object processing, the present work examined whether poor readers show deficits in their “temporal attention span” – that is, their ability to rapidly and accurately process sequences of consecutive target items. Methodology/Principal Findings Poor and normal readers monitored a sequential stream of visual items for two (TT condition) or three (TTT condition) consecutive target digits. Target identification was examined using both unconditional and conditional measures of accuracy in order to gauge the overall likelihood of identifying a target and the likelihood of identifying a target given successful identification of previous items. Compared to normal readers, poor readers showed small but consistent deficits in identification across targets whether unconditional or conditional accuracy was used. Additionally, in the TTT condition, final-target conditional accuracy was poorer than unconditional accuracy, particularly for poor readers, suggesting a substantial cost arising from processing the previous two targets that was not present in normal readers. Conclusions/Significance Mirroring the differences found between poor and normal readers in spatial visual attention span, the present findings suggest two principal differences between the temporal attention spans of poor and normal readers. First, the consistent pattern of reduced performance across targets suggests increased competition amongst items within the same span for poor readers. Second, the steeper decline in final target performance amongst poor readers in the TTT condition suggests a reduction in the extent of their temporal attention span. PMID:24651313
Evidence for deficits in the temporal attention span of poor readers.

PubMed

Visser, Troy A W

2014-01-01

While poor reading is often associated with phonological deficits, many studies suggest that visual processing might also be impaired. In particular, recent research has indicated that poor readers show impaired spatial visual attention spans in partial and whole report tasks. Given the similarities between competition-based accounts for reduced visual attention span and similar explanations for impairments in sequential object processing, the present work examined whether poor readers show deficits in their "temporal attention span"--that is, their ability to rapidly and accurately process sequences of consecutive target items. Poor and normal readers monitored a sequential stream of visual items for two (TT condition) or three (TTT condition) consecutive target digits. Target identification was examined using both unconditional and conditional measures of accuracy in order to gauge the overall likelihood of identifying a target and the likelihood of identifying a target given successful identification of previous items. Compared to normal readers, poor readers showed small but consistent deficits in identification across targets whether unconditional or conditional accuracy was used. Additionally, in the TTT condition, final-target conditional accuracy was poorer than unconditional accuracy, particularly for poor readers, suggesting a substantial cost arising from processing the previous two targets that was not present in normal readers. Mirroring the differences found between poor and normal readers in spatial visual attention span, the present findings suggest two principal differences between the temporal attention spans of poor and normal readers. First, the consistent pattern of reduced performance across targets suggests increased competition amongst items within the same span for poor readers. Second, the steeper decline in final target performance amongst poor readers in the TTT condition suggests a reduction in the extent of their temporal attention span.
How Do Fluent and Poor Readers' Endurance Differ in Reading?

ERIC Educational Resources Information Center

Bastug, Muhammet; Keskin, Hasan Kagan; Akyol, Mustafa

2017-01-01

It was observed in this research how endurance status of fluent readers and poor readers changed as the text became longer. 40 students of the primary school 4th-grade, 20 were fluent readers and other 20 were poor readers, participated in the research. A narrative text was utilised in the data collection process. Students' oral readings were…
Radical Contagion and Healthy Literature in Blackwood's Edinburgh Magazine.

PubMed

Roberts, Jessica

During the late eighteenth and early nineteenth centuries, the revolution in France served as a catalyst for heavily allegorical political rhetoric, and the idea that radical politics were contagious became commonplace in conservative writing and oratory. This political contagion is described by Blackwood's as raging through the ranks of the rural poor as late as 1830. Confronted by this threat, Blackwood's promoted itself alternatively as a stimulant or as a cure for the metaphorical poison or infection that radical publications were seen to be spreading amongst the poor. Blackwood's also strove to maintain the political health of its readership by identifying healthy literature for its readers and the lower order. This article analyzes Blackwood's Edinburgh Magazine's application of the vocabulary of disease and contagion to radical politics and publications, and considers questions of taste, class, and Britishness in discussions of healthy reading habits.
Semantic and Phonological Coding in Poor and Normal Readers.

ERIC Educational Resources Information Center

Vellutino, Frank R.; And Others

1995-01-01

Using poor and normal readers, three studies evaluated semantic coding and phonological coding deficits as explanations for reading disability. It was concluded that semantic coding deficits are unlikely causes of difficulties in poor readers in early stages but accrue with prolonged reading difficulties in older readers. Phonological coding…
An Investigation of Two Instructional Settings in the Use of Semantic Mapping with Poor Readers. Program Report 85-4.

ERIC Educational Resources Information Center

Pittelman, Susan D.; And Others

A study investigated whether semantic mapping is more effective for poor readers instructed in a small group of poor readers or in a class of students with mixed reading abilities. Students in five fourth-grade classes served as the control, receiving no semantic mapping instruction. Subjects, 39 fourth-grade poor readers, were presented semantic…
Comparison of reading and listening-reading techniques for administration of PIAT Reading Comprehension subtest: justification for the bypass approach.

PubMed

Weinberg, W A; McLean, A; Brumback, R A

1988-04-01

The Peabody Individual Achievement Test (PIAT) Reading Comprehension subtest was administered to a group of 23 learning disabled children in Grades 5 through 7 who had been classified by the clinical Lexical Paradigm as good readers or poor readers. Using standardized test administration, 14 poor readers scored substantially below the 9 good readers; however, when the child was allowed to listen and read silently while the test item was read aloud, poor readers showed marked improvement in performance compared to only moderate improvement shown by the good readers. This difference in improvement between the groups was significant and resulted in poor readers achieving performance similar to that of the good readers administered the test in the standard manner.
Developmental Trajectories for Children With Dyslexia and Low IQ Poor Readers

PubMed Central

2016-01-01

Reading difficulties are found in children with both high and low IQ and it is now clear that both groups exhibit difficulties in phonological processing. Here, we apply the developmental trajectories approach, a new methodology developed for studying language and cognitive impairments in developmental disorders, to both poor reader groups. The trajectory methodology enables identification of atypical versus delayed development in datasets gathered using group matching designs. Regarding the cognitive predictors of reading, which here are phonological awareness, phonological short-term memory (PSTM) and rapid automatized naming (RAN), the method showed that trajectories for the two groups diverged markedly. Children with dyslexia showed atypical development in phonological awareness, while low IQ poor readers showed developmental delay. Low IQ poor readers showed atypical PSTM and RAN development, but children with dyslexia showed developmental delay. These divergent trajectories may have important ramifications for supporting each type of poor reader, although all poor readers showed weakness in all areas. Regarding auditory processing, the developmental trajectories were very similar for the two poor reader groups. However, children with dyslexia demonstrated developmental delay for auditory discrimination of Duration, while the low IQ children showed atypical development on this measure. The data show that, regardless of IQ, poor readers have developmental trajectories that differ from typically developing children. The trajectories approach enables differences in trajectory classification to be identified across poor reader group, as well as specifying the individual nature of these trajectories. PMID:27110928
Different Orthographies Different Context Effects: The Effects of Arabic Sentence Context in Skilled and Poor Readers.

ERIC Educational Resources Information Center

Rabia, Salim Abu; Siegel, Linda S.

1995-01-01

Investigates whether Arabic orthography differs from an alphabetic orthography regarding context effects among poor and skilled readers. Finds that skilled as well as poor readers significantly improved their reading accuracy when they read voweled and unvoweled words in context and that skilled readers significantly improved their reading voweled…
The role of working memory and fluency practice on the reading comprehension of students who are dysfluent readers.

PubMed

Swanson, H Lee; O'Connor, Rollanda

2009-01-01

The authors investigated whether practice in reading fluency had a causal influence on the relationship between working memory (WM) and text comprehension for 155 students in Grades 2 and 4 who were poor or average readers. Dysfluent readers were randomly assigned to repeated reading or continuous reading practice conditions and compared with untreated dysfluent and fluent readers on posttest measures of fluency, word identification, vocabulary, and reading comprehension. Three main findings emerged: (a) The influence of WM on text comprehension was not related to fluency training, (b) dysfluent readers in the continuous-reading condition had higher posttest scores than dysfluent readers in the other conditions on measures of text comprehension but not on vocabulary, and (c) individual differences in WM better predicted posttest comprehension performance than word-attack skills. In general, the results suggested that although continuous reading increased comprehension, fluency practice did not compensate for WM demands. The results were interpreted within a model that viewed reading comprehension processes as competing for a limited supply of WM resources that operate independent of fluency.
Early Cognitive and Linguistic Profiles of Different Types of 7- to 8-Year-Old Readers

ERIC Educational Resources Information Center

Potocki, Anna; Ecalle, Jean; Magnan, Annie

2017-01-01

The aim of this study was to investigate the early characteristics of four profiles of readers established in second grade (7-8 years of age): good readers, specific poor decoders, specific poor comprehenders and general poor readers. These profiles were compared retrospectively on a range of measures administered 2 years earlier, in kindergarten.…
Modifying the brain activation of poor readers during sentence comprehension with extended remedial instruction: a longitudinal study of neuroplasticity.

PubMed

Meyler, Ann; Keller, Timothy A; Cherkassky, Vladimir L; Gabrieli, John D E; Just, Marcel Adam

2008-08-01

This study used fMRI to longitudinally assess the impact of intensive remedial instruction on cortical activation among 5th grade poor readers during a sentence comprehension task. The children were tested at three time points: prior to remediation, after 100 h of intensive instruction, and 1 year after the instruction had ended. Changes in brain activation were also measured among 5th grade good readers at the same time points for comparison. The central finding was that prior to instruction, the poor readers had significantly less activation than good readers bilaterally in the parietal cortex. Immediately after instruction, poor readers made substantial gains in reading ability, and demonstrated significantly increased activation in the left angular gyrus and the left superior parietal lobule. Activation in these regions continued to increase among poor readers 1 year post-remediation, resulting in a normalization of the activation. These results are interpreted as reflecting changes in the processes involved in word-level and sentence-level assembly. Areas of overactivation were also found among poor readers in the medial frontal cortex, possibly indicating a more effortful and attentive guided reading strategy.

Modifying the Brain Activation of Poor Readers during Sentence Comprehension with Extended Remedial Instruction: A Longitudinal Study of Neuroplasticity

PubMed Central

Meyler, Ann; Keller, Timothy A.; Cherkassky, Vladimir L.; Gabrieli, John D. E.; Just, Marcel Adam

2008-01-01

This study used fMRI to longitudinally assess the impact of intensive remedial instruction on cortical activation among 5th grade poor readers during a sentence comprehension task. The children were tested at 3 time points: prior to remediation, after 100 hours of intensive instruction, and 1 year after the instruction had ended. Changes in brain activation were also measured among 5th grade good readers at the same time points for comparison. The central finding was that prior to instruction, the poor readers had significantly less activation than good readers bilaterally in the parietal cortex. Immediately after instruction, poor readers made substantial gains in reading ability, and demonstrated significantly increased activation in the left angular gyrus and the left superior parietal lobule. Activation in these regions continued to increase among poor readers 1 year post-remediation, resulting in a normalization of the activation. These results are interpreted as reflecting changes in the processes involved in word-level and sentence-level assembly. Areas of overactivation were also found among poor readers in the medial frontal cortex, possibly indicating a more effortful and attentionally-guided reading strategy. PMID:18495180
Synthetic phonics and decodable instructional reading texts: How far do these support poor readers?

PubMed

Price-Mohr, Ruth Maria; Price, Colin Bernard

2018-05-01

This paper presents data from a quasi-experimental trial with paired randomisation that emerged during the development of a reading scheme for children in England. This trial was conducted with a group of 12 children, aged 5-6, and considered to be falling behind their peers in reading ability and a matched control group. There were two intervention conditions (A: using mixed teaching methods and a high percentage of non-phonically decodable vocabulary; P: using mixed teaching methods and low percentage of non-decodable vocabulary); allocation to these was randomised. Children were assessed at pre- and post-test on standardised measures of receptive vocabulary, phoneme awareness, word reading, and comprehension. Two class teachers in the same school each selected 6 children, who they considered to be poor readers, to participate (n = 12). A control group (using synthetic phonics only and phonically decodable vocabulary) was selected from the same 2 classes based on pre-test scores for word reading (n = 16). Results from the study show positive benefits for poor readers from using both additional teaching methods (such as analytic phonics, sight word vocabulary, and oral vocabulary extension) in addition to synthetic phonics, and also non-decodable vocabulary in instructional reading text. Copyright © 2018 John Wiley & Sons, Ltd.
Color and luminance increment thresholds in poor readers.

PubMed

Dain, Stephen J; Floyd, Richard A; Elliot, Robert T

2008-01-01

The hypotheses of a visual basis to reading disabilities in some children have centered around deficits in the visual processes displaying more transient responses to stimuli although hyperactivity in the visual processes displaying sustained responses to stimuli has also been proposed as a mechanism. In addition, there is clear evidence that colored lenses and/or colored overlays and/or colored backgrounds can influence performance in reading and/or may assist in providing comfortable vision for reading and, as a consequence, the ability to maintain reading for longer. As a consequence, it is surprising that the color vision of poor readers is relatively little studied. We assessed luminance increment thresholds and equi-luminous red-green and blue-yellow increment thresholds using a computer based test in central vision and at 10 degrees nasally employing the paradigm pioneered by King-Smith. We examined 35 poor readers (based on the Neale Analysis of Reading) and compared their performance with 35 normal readers matched for age and IQ. Poor readers produced similar luminance contrast thresholds for both foveal and peripheral presentation compared with normals. Similarly, chromatic contrast discrimination for the red/green stimuli was the same in normal and poor readers. However, poor readers had significantly lower thresholds/higher sensitivity for the blue/yellow stimuli, for both foveal and peripheral presentation, compared with normal readers. This hypersensitivity in blue-yellow discrimination may point to why colored lenses and overlays are often found to be effective in assisting many poor readers.
Semantic Priming Effects in Normal versus Poor Readers

ERIC Educational Resources Information Center

Assink, Egbert M. H.; Van Bergen, Floor; Van Teeseling, Heleen; Knuijt, Paul P. N. A.

2004-01-01

The authors studied sensitivity to semantic priming, as distinct from semantic judgment, in poor readers. Association strength (high vs. low semantic association) was manipulated factorially with semantic association type (categoric vs. thematic association). Participants were 11-year-old poor readers (n = 15) who were matched with a group of…
Phonological Coding in Good and Poor Readers.

ERIC Educational Resources Information Center

Briggs, Pamela; Underwood, Geoffrey

1982-01-01

A set of four experiments investigates the relationship between phonological coding and reading ability, using a picture-word interference task and a decoding task. Results with regard to both adults and children suggest that while poor readers possess weak decoding skills, good and poor readers show equivalent evidence of direct semantic and…
Brain Activation during Sentence Comprehension among Good and Poor Readers

PubMed Central

Keller, Timothy A.; Cherkassky, Vladimir L.; Lee, Donghoon; Hoeft, Fumiko; Whitfield-Gabrieli, Susan; Gabrieli, John D. E.; Just, Marcel Adam

2008-01-01

This study sought to increase current understanding of the neuro-psychological basis of poor reading ability by using fMRI to examine brain activation during a visual sentence comprehension task among good and poor readers in the third (n = 32) and fifth (n = 35) grades. Reading ability, age, and the combination of both factors made unique contributions to cortical activation. The main finding was of parietotemporal underactivation (less activation than controls) among poor readers at the 2 grade levels. A positive linear relationship (spanning both the poor and good readers) was found between reading ability and activation in the left posterior middle temporal and postcentral gyri and in the right inferior parietal lobule such that activation increased with reading ability. Different developmental trajectories characterized good and poor readers in the left angular gyrus: activation increased with age among good readers, a change that failed to occur among poor readers. The parietotemporal cortex is discussed in terms of its role in reading acquisition, with the left angular gyrus playing a key role. It is proposed that the functioning of the cortical network underlying reading is dependent on a combination of interacting factors, including physiological maturation, neural integrity, skill level, and the nature of the task. PMID:17317678
The role of feedback and differences between good and poor decoders in a repeated word reading paradigm in first grade.

PubMed

van Gorp, Karly; Segers, Eliane; Verhoeven, Ludo

2017-04-01

The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items. Two weeks after training, trained items were assessed again in a retention test. Participants either received phonics feedback, in which each word was spelled out and repeated; word feedback, in which each word was repeated; or no feedback. During the training, both good and poor readers improved in accuracy and speed. The increase in speed was stronger for poor readers than for good readers. The good readers demonstrated a stronger increase for pseudowords than for words. This increase in speed was most prominent in the first four sessions. Two weeks after training, the levels of accuracy and speed were retained. Furthermore, transfer effects on speed were found for pseudowords in both groups of readers. Good readers performed most accurately during the training when they received no feedback while poor readers performed most accurately during the training with the help of phonics feedback. However, feedback did not differentiate for reading speed or for effects after the training. The effects of repeated word reading were found to be stronger for poor readers than for good readers. Moreover, these effects were found to be stronger for pseudowords than for words. This indicates that repeated word reading can be seen as an important trigger for the improvement of decoding skills.
Speech Perception Deficits in Poor Readers: A Reply to Denenberg's Critique.

ERIC Educational Resources Information Center

Studdert-Kennedy, Michael; Mody, Maria; Brady, Susan

2000-01-01

This rejoinder to a critique of the authors' research on speech perception deficits in poor readers answers the specific criticisms and reaffirms their conclusion that the difficulty some poor readers have with rapid /ba/-/da/ discrimination does not stem from difficulty in discriminating the rapid spectral transitions at stop-vowel syllable…
Speech Perception Deficits in Poor Readers: Auditory Processing or Phonological Coding?

ERIC Educational Resources Information Center

Mody, Maria; And Others

1997-01-01

Forty second-graders, 20 good and 20 poor readers, completed a /ba/-/da/ temporal order judgment (TOJ) task. The groups did not differ in TOJ when /ba/ and /da/ were paired with more easily discriminated syllables. Poor readers' difficulties with /ba/-/da/ reflected perceptual confusion between phonetically similar syllables rather than difficulty…
Effects of phonological contrast on auditory word discrimination in children with and without reading disability: A magnetoencephalography (MEG) study

PubMed Central

Wehner, Daniel T.; Ahlfors, Seppo P.; Mody, Maria

2007-01-01

Poor readers perform worse than their normal reading peers on a variety of speech perception tasks, which may be linked to their phonological processing abilities. The purpose of the study was to compare the brain activation patterns of normal and impaired readers on speech perception to better understand the phonological basis in reading disability. Whole-head magnetoencephalography (MEG) was recorded as good and poor readers, 7-13 years of age, performed an auditory word discrimination task. We used an auditory oddball paradigm in which the ‘deviant’ stimuli (/bat/, /kat/, /rat/) differed in the degree of phonological contrast (1 vs. 3 features) from a repeated standard word (/pat/). Both good and poor readers responded more slowly to deviants that were phonologically similar compared to deviants that were phonologically dissimilar to the standard word. Source analysis of the MEG data using Minimum Norm Estimation (MNE) showed that compared to good readers, poor readers had reduced left-hemisphere activation to the most demanding phonological condition reflecting their difficulties with phonological processing. Furthermore, unlike good readers, poor readers did not show differences in activation as a function of the degree of phonological contrast. These results are consistent with a phonological account of reading disability. PMID:17675109
Semantic and phonological coding in poor and normal readers.

PubMed

Vellutino, F R; Scanlon, D M; Spearing, D

1995-02-01

Three studies were conducted evaluating semantic and phonological coding deficits as alternative explanations of reading disability. In the first study, poor and normal readers in second and sixth grade were compared on various tests evaluating semantic development as well as on tests evaluating rapid naming and pseudoword decoding as independent measures of phonological coding ability. In a second study, the same subjects were given verbal memory and visual-verbal learning tasks using high and low meaning words as verbal stimuli and Chinese ideographs as visual stimuli. On the semantic tasks, poor readers performed below the level of the normal readers only at the sixth grade level, but, on the rapid naming and pseudoword learning tasks, they performed below the normal readers at the second as well as at the sixth grade level. On both the verbal memory and visual-verbal learning tasks, performance in poor readers approximated that of normal readers when the word stimuli were high in meaning but not when they were low in meaning. These patterns were essentially replicated in a third study that used some of the same semantic and phonological measures used in the first experiment, and verbal memory and visual-verbal learning tasks that employed word lists and visual stimuli (novel alphabetic characters) that more closely approximated those used in learning to read. It was concluded that semantic coding deficits are an unlikely cause of reading difficulties in most poor readers at the beginning stages of reading skills acquisition, but accrue as a consequence of prolonged reading difficulties in older readers. It was also concluded that phonological coding deficits are a probable cause of reading difficulties in most poor readers.
The Effect of Script on Poor Readers' Sensitivity to Dynamic Visual Stimuli

ERIC Educational Resources Information Center

Kim, Jeesun; Davis, Chris; Burnham, Denis; Luksaneeyanawin, Sudaporn

2004-01-01

The current research examined performance of good and poor readers of Thai on two tasks that assess sensitivity to dynamic visual displays. Readers of Thai, a complex alphabetic script that nonetheless has a regular orthography, were chosen in order to contrast patterns of performance with readers of Korean Hangul (a similarly regular language but…
The relationship between two visual communication systems: reading and lipreading.

PubMed

Williams, A

1982-12-01

To explore the relationship between reading and lipreading and to determine whether readers and lipreaders use similar strategies to comprehend verbal messages, 60 female junior and sophomore high school students--30 good and 30 poor readers--were given a filmed lipreading test, a test to measure eye-voice span, a test of cloze ability, and a test of their ability to comprehend printed material presented one word at a time in the absence of an opportunity to regress or scan ahead. The results of this study indicated that (a) there is a significant relationship between reading and lipreading ability; (b) although good readers may be either good or poor lipreaders, poor readers are more likely to be poor than good lipreaders; (c) there are similarities in the strategies used by readers and lipreaders in their approach to comprehending spoken and written material; (d) word-by-word reading of continuous prose appears to be a salient characteristic of both poor reading and poor lipreading ability; and (c) good readers and lipreaders do not engage in word-by-word reading but rather use a combination of visual and linguistic cues to interpret written and spoken messages.
Examining the Relationship between Home Literacy Environment and Neural Correlates of Phonological Processing in Beginning Readers with and without a Familial Risk for Dyslexia: An fMRI Study

ERIC Educational Resources Information Center

Powers, Sara J.; Wang, Yingying; Beach, Sara D.; Sideridis, Georgios D.; Gaab, Nadine

2016-01-01

Developmental dyslexia is a language-based learning disability characterized by persistent difficulty in learning to read. While an understanding of genetic contributions is emerging, the ways the environment affects brain functioning in children with developmental dyslexia are poorly understood. A relationship between the home literacy…
Improving the Reading of Bisyllabic Words That Involve Context-Sensitive Spelling Rules: Focus on Successes or on Failures?

ERIC Educational Resources Information Center

Steenbeek-Planting, Esther G.; van Bon, Wim H. J.; Schreuder, Robert

2013-01-01

The effect of two training procedures on the improvement of reading accuracy in poor readers was examined in relation to their initial reading level. A randomized controlled trial was conducted with 60 poor readers. Poor readers were assigned to a control group that received no training, or one of two training conditions. One training concentrated…
What are the early indicators of persistent word reading difficulties among Chinese readers in elementary grades?

PubMed

Yeung, Pui-Sze; Ho, Connie Suk-Han; Chan, David Wai-Ock; Chung, Kevin Kien-Hoa

2014-05-01

To identify the indicators of persistent reading difficulties among Chinese readers in early elementary grades, the performance of three groups of Chinese children with different reading trajectories ('persistent poor word readers', 'improved poor word readers' and 'skilled word readers') in reading-related measures was analysed in a 3-year longitudinal study. The three groups were classified according to their performance in a standardized Chinese word reading test in Grade 1 and Grade 4. Results of analysis of variance and logistic regression on the reading-related measures revealed that rapid naming and syntactic skills were important indicators of early word reading difficulty. Syntactic skills and morphological awareness were possible markers of persistent reading problems. Chinese persistent poor readers did not differ significantly from skilled readers on the measures of phonological skills. Copyright © 2014 John Wiley & Sons, Ltd.
The effect of learning on feedback-related potentials in adolescents with dyslexia: an EEG-ERP study.

PubMed

Kraus, Dror; Horowitz-Kraus, Tzipi

2014-01-01

Individuals with dyslexia exhibit associated learning deficits and impaired executive functions. The Wisconsin Card Sorting Test (WCST) is a learning-based task that relies heavily on executive functioning, in particular, attention shift and working memory. Performance during early and late phases of a series within the task represents learning and implementation of a newly learned rule. Here, we aimed to examine two event-related potentials associated with learning, feedback-related negativity (FRN)-P300 complex, in individuals with dyslexia performing the WCST. Adolescents with dyslexia and age-matched typical readers performed the Madrid card sorting test (MCST), a computerized version of the WCST. Task performance, reading measures, and cognitive measures were collected. FRN and the P300 complex were acquired using the event-related potentials methodology and were compared in early vs late errors within a series. While performing the MCST, both groups showed a significant reduction in average reaction times and a trend toward decreased error rates. Typical readers performed consistently better than individuals with dyslexia. FRN amplitudes in early phases were significantly smaller in dyslexic readers, but were essentially equivalent to typical readers in the late phase. P300 amplitudes were initially smaller among readers with dyslexia and tended to decrease further in late phases. Differences in FRN amplitudes for early vs late phases were positively correlated with those of P300 amplitudes in the entire sample. Individuals with dyslexia demonstrate a behavioral and electrophysiological change within single series of the MCST. However, learning patterns seem to differ between individuals with dyslexia and typical readers. We attribute these differences to the lower baseline performance of individuals with dyslexia. We suggest that these changes represent a fast compensatory mechanism, demonstrating the importance of learning strategies on reading among individuals with dyslexia.
Poor readers' retrieval mechanism: efficient access is not dependent on reading skill

PubMed Central

Johns, Clinton L.; Matsuki, Kazunaga; Van Dyke, Julie A.

2015-01-01

A substantial body of evidence points to a cue-based direct-access retrieval mechanism as a crucial component of skilled adult reading. We report two experiments aimed at examining whether poor readers are able to make use of the same retrieval mechanism. This is significant in light of findings that poor readers have difficulty retrieving linguistic information (e.g., Perfetti, 1985). Our experiments are based on a previous demonstration of direct-access retrieval in language processing, presented in McElree et al. (2003). Experiment 1 replicates the original result using an auditory implementation of the Speed-Accuracy Tradeoff (SAT) method. This finding represents a significant methodological advance, as it opens up the possibility of exploring retrieval speeds in non-reading populations. Experiment 2 provides evidence that poor readers do use a direct-access retrieval mechanism during listening comprehension, despite overall poorer accuracy and slower retrieval speeds relative to skilled readers. The findings are discussed with respect to hypotheses about the source of poor reading comprehension. PMID:26528212
Disabled readers: their intellectual and perceptual capacities at differing ages.

PubMed

Miller, J W; McKenna, M C

1981-04-01

To investigate the multiple relationships between selected measures of intelligence and perception and reading achievement a group of young, poor readers (MCA = 8.4 yr.) and a group of older, poor readers (MCA = 11.2 yr.) were given the Gates-MacGinitie Achievement Test, Peabody Picture Vocabulary Test, Slosson Intelligence Test, Spatial Orientation Memory Test, and Auditory Discrimination Test. The combination of the four predictor variables accounted for a significant amount of the variance in reading vocabulary and comprehension for youngest and older poor readers. Greater variance was accounted for in the reading achievement of younger students than of older students. Perceptual abilities related more strongly for younger students, while intelligence related more strongly for older students. Questions are raised about the validity of using expectancy formulae with younger disabled readers and the "learning disabilities" approach with older disabled readers.
Emergent Reader--Mid-Year: A Demonstration of Book Buddies in Action. [Videotape].

ERIC Educational Resources Information Center

Invernizzi, Marcia; Juel, Connie

The "Book Buddies" manual and "Emergent Reader" training videos provide comprehensive and easy-to-implement guidelines for setting up and running a successful tutorial program in the early grades. Portraying the "Book Buddies" model in practice, this 44-minute videotape, entitled "Emergent Reader--Mid-Year"…

Emergent Reader--Day One: A Demonstration of Book Buddies in Action. [Videotape].

ERIC Educational Resources Information Center

Invernizzi, Marcia; Juel, Connie

The "Book Buddies" manual and "Emergent Reader" training videos provide comprehensive and easy-to-implement guidelines for setting up and running a successful tutorial program in the early grades. Portraying the "Book Buddies" model in practice, this 51-minute videotape entitled "Emergent Reader--Day One"…
Differences in Visual Analysis and Sequence Memory of Skilled and Poor Readers.

ERIC Educational Resources Information Center

Gildemeister, Joan E.; Friedman, Philip

Reading achievement tests have been used to identify deficiencies in inner city, poor readers; however, they often do not provide information about encoding strategies which lead some children to academic success. Immediate memory and visual analytic differences which contribute to the success of skilled readers are isolated in this study using 20…
Building Better Bridges: Teaching Adolescents Who Are Poor Readers in Eighth Grade to Comprehend History Text

ERIC Educational Resources Information Center

O'Connor, Rollanda E.; Beach, Kristen D.; Sanchez, Victoria; Bocian, Kathleen M.; Roberts, Sarana; Chan, Olivia

2017-01-01

Helping struggling readers to learn history content in middle school can be difficult due to heavy reading demands. In this study, researchers taught poor readers with and without disabilities in eighth grade to generate main idea statements; create, compare, and contrast paragraphs; and identify cause and effect relations, along with relevant…
Planning Behaviour in Good and Poor Readers

ERIC Educational Resources Information Center

Mahapatra, Shamita

2016-01-01

A group of 50 good readers and a group of 50 poor readers of Grade 5 matched for age and intelligence and selected on the basis of their proficiency in reading comprehension were tested for their competence in word reading and the process of planning at three different levels, namely, perceptual, memory and conceptual in order to study the…
Altering cortical connectivity: Remediation-induced changes in the white matter of poor readers

PubMed Central

Keller, Timothy A.; Just, Marcel Adam

2009-01-01

SUMMARY Neuroimaging studies using diffusion tensor imaging (DTI) have revealed regions of cerebral white matter with decreased microstructural organization (lower fractional anisotropy or FA) among poor readers. We examined whether 100 hours of intensive remedial instruction affected the white matter of 8–10-year-old poor readers. Prior to instruction, poor readers had significantly lower FA than good readers in a region of the left anterior centrum semiovale. The instruction resulted in a change in white matter (significantly increased FA), and in the very same region. The FA increase was correlated with a decrease in radial diffusivity (but not with a change in axial diffusivity), suggesting that myelination had increased. Furthermore, the FA increase was correlated with improvement in phonological decoding ability, clarifying the cognitive locus of the effect. The results demonstrate for the first time the capability of a behavioral intervention to bring about a positive change in cortico-cortical white matter tracts. PMID:20005820
Building Better Bridges: Teaching Adolescents Who Are Poor Readers in 8th Grade to Comprehend History Text

ERIC Educational Resources Information Center

O'Connor, Rollanda E.; Beach, Kristen D.; Sanchez, Victoria; Bocian, Kathleen M.; Roberts, Sarana; Chan, Olivia

2017-01-01

Helping struggling readers to learn history content in middle school can be difficult due to heavy reading demands. In this study, researchers taught poor readers with and without disabilities in 8th grade to generate main idea statements, create compare and contrast paragraphs, and identify cause and effect relationships, along with relevant…
Handheld E-Book Readers and Scholarship Report and Reader Survey: ACLS Humanities E-Book. White Paper No. 3

ERIC Educational Resources Information Center

Gielen, Nina

2010-01-01

This report describes a conversion experiment and subsequent reader survey conducted by the American Council of Learned Societies (ACLS) Humanities E-Book (HEB) in late 2009 and early 2010 to assess the viability of using scholarly monographs with handheld e-readers. As sample content, HEB selected six titles from its own online collection, three…
Speech reading and learning to read: a comparison of 8-year-old profoundly deaf children with good and poor reading ability.

PubMed

Harris, Margaret; Moreno, Constanza

2006-01-01

Nine children with severe-profound prelingual hearing loss and single-word reading scores not more than 10 months behind chronological age (Good Readers) were matched with 9 children whose reading lag was at least 15 months (Poor Readers). Good Readers had significantly higher spelling and reading comprehension scores. They produced significantly more phonetic errors (indicating the use of phonological coding) and more often correctly represented the number of syllables in spelling than Poor Readers. They also scored more highly on orthographic awareness and were better at speech reading. Speech intelligibility was the same in the two groups. Cluster analysis revealed that only three Good Readers showed strong evidence of phonetic coding in spelling although seven had good representation of syllables; only four had high orthographic awareness scores. However, all 9 children were good speech readers, suggesting that a phonological code derived through speech reading may underpin reading success for deaf children.
Enhancing Decoding Efficiency in Poor Readers via a Word Identification Game

ERIC Educational Resources Information Center

Gorp, Karly; Segers, Eliane; Verhoeven, Ludo

2017-01-01

The effects of a word identification game aimed at enhancing decoding efficiency in poor readers were tested. Following a pretest-posttest-retention design with a waiting control group, 62 poor-reading Dutch second graders received a five-hour tablet intervention across a period of five weeks. During the intervention, participants practiced…
Reading between the Lines: Selective Attention in Good and Poor Readers

ERIC Educational Resources Information Center

Willows, Dale M.

1974-01-01

This study compared the abilities of good and poor readers (sixth grade boys) to attend selectively in a reading situation. Results are discussed in terms of an analysis-by-synthesis model of reading for meaning. (ST)
An Analysis of Oral Reading Errors and Its Implications for Improvement of Reading Instruction. Technical Report No. 50.

ERIC Educational Resources Information Center

Au, Kathryn H.

The oral reading errors of 15 second graders were analyzed to find out if strategies used by good and poor readers could be differentiated. Patterns of errors were identified, and it was found that good readers often used context cues, while poor readers relied heavily on visual-phonic information. It was also possible to identify good and poor…
The association between reading abilities and visual-spatial attention in Hong Kong Chinese children.

PubMed

Liu, Sisi; Liu, Duo; Pan, Zhihui; Xu, Zhengye

2018-03-25

A growing body of research suggests that visual-spatial attention is important for reading achievement. However, few studies have been conducted in non-alphabetic orthographies. This study extended the current research to reading development in Chinese, a logographic writing system known for its visual complexity. Eighty Hong Kong Chinese children were selected and divided into poor reader and typical reader groups, based on their performance on the measures of reading fluency, Chinese character reading, and reading comprehension. The poor and typical readers were matched on age and nonverbal intelligence. A Posner's spatial cueing task was adopted to measure the exogenous and endogenous orienting of visual-spatial attention. Although the typical readers showed the cueing effect in the central cue condition (i.e., responses to targets following valid cues were faster than those to targets following invalid cues), the poor readers did not respond differently in valid and invalid conditions, suggesting an impairment of the endogenous orienting of attention. The two groups, however, showed a similar cueing effect in the peripheral cue condition, indicating intact exogenous orienting in the poor readers. These findings generally supported a link between the orienting of covert attention and Chinese reading, providing evidence for the attentional-deficit theory of dyslexia. Copyright © 2018 John Wiley & Sons, Ltd.
Invented Spelling, Word Stress, and Syllable Awareness in Relation to Reading Difficulties in Children.

PubMed

Mehta, Sheena; Ding, Yi; Ness, Molly; Chen, Eric C

2018-06-01

The study assessed the clinical utility of an invented spelling tool and determined whether invented spelling with linguistic manipulation at segmental and supra-segmental levels can be used to better identify reading difficulties. We conducted linguistic manipulation by using real and nonreal words, incorporating word stress, alternating the order of consonants and vowels, and alternating the number of syllables. We recruited 60 third-grade students, of which half were typical readers and half were poor readers. The invented spelling task consistently differentiated those with reading difficulties from typical readers. It explained unique variance in conventional spelling, but not in word reading. Word stress explained unique variance in both word reading and conventional spelling, highlighting the importance of addressing phonological awareness at the supra-segmental level. Poor readers had poorer performance when spelling both real and nonreal words and demonstrated substantial difficulty in detecting word stress. Poor readers struggled with spelling words with double consonants at the beginning and ending of words, and performed worse on spelling two- and three-syllable words than typical readers. Practical implications for early identification and instruction are discussed.
Differences in Poor Readers' Abilities to Identify High-Frequency Words in Isolation and Context.

ERIC Educational Resources Information Center

Krieger, Veronica K.

1981-01-01

Reports that fourth-grade poor readers were able to identify more high-frequency words in context than in isolation. Discusses the findings in terms of a context-oriented approach of word identification instruction and assessment. (FL)
A tale of two writing systems: double dissociation and metalinguistic transfer between Chinese and English word reading among Hong Kong children.

PubMed

Tong, Xiuli; Tong, Xiuhong; McBride-Chang, Catherine

2015-01-01

This study investigated the rate of school-aged Chinese-English language learners at risk for reading difficulties in either Chinese or English only, or both, among second and fifth graders in Hong Kong. In addition, we examined the metalinguistic skills that distinguished those who were poor in reading Chinese from those who were poor in reading English. The prevalence of poor English readers among children identified to be poor in Chinese word recognition across the five participating schools was approximately 42% at Grade 2 and 57% at Grade 5. Across grades, children who were poor readers of both languages tended to have difficulties in phonological and morphological awareness. Poor readers of English only were found to manifest significantly poorer phonological awareness, compared to those who were poor readers of Chinese only; their average tone awareness score was also lower relative to normally developing controls. Apart from indicating possible dissociations between Chinese first language (L1) word reading and English second language (L2) word reading, these findings suggested that the degree to which different metalinguistic skills are important for reading in different writing systems may depend on the linguistic features of the particular writing system. © Hammill Institute on Disabilities 2013.
Selective Attention Deficits in High Test Anxious Children: A Failure to Replicate.

ERIC Educational Resources Information Center

Ford, Carol E.; And Others

1985-01-01

Results of a study involving 5 high test-anxious poor readers failed to replicate an earlier study reporting selective attention deficits in the population. Further, there was a marginal tendency for older poor readers to be high test-anxious. (Author/CL)
A Study of Poor Black Children Who Are Successful Readers. Reading Education Report No. 33.

ERIC Educational Resources Information Center

Durkin, Dolores

A study was conducted to acquire information about poor black children who were successful readers in order to determine what can be done to increase the number of such children. For purposes of the study, "successful" was defined as scoring at or above grade level on a standardized reading test at the end of fifth grade, while "poor" was defined…
Making sense of intimate partner violence in late life: comments from online news readers.

PubMed

Brossoie, Nancy; Roberto, Karen A; Barrow, Katie M

2012-12-01

The purpose of this study was to gain insight into public awareness of intimate partner violence (IPV) in late life by how individuals respond to incidents of IPV reported in the newspaper. Using grounded theory techniques, online news items covering 24 incidents of IPV in late life, and the reader comments posted to them were analyzed. The news items were examined for incident details, story framing, and reporting style. An open coding process (Charmaz, K. [2006]. Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage Publications.) was used to generate a comprehensive understanding of themes and patterns in the comments posted by readers. Few posters indicated that incidents were episodes of IPV. As many posters struggled to make sense of incidents, they attempted to remove guilt from the perpetrator by assigning blame elsewhere. Comments were influenced by personal assumptions and perspectives about IPV, relationships, and old age; reporting style of the news items; and comments posted by other posters. Altering public views of IPV in late life requires raising awareness through education, reframing the ways in which information is presented, and placing greater emphasis on the context of the violence. By engaging interactive news media, reporters, participatory journalists, and policymakers can enhance public recognition and understanding of IPV in late life.
Analysis of Textual Features of a New Reading Comprehension Assessment: MOCCA

ERIC Educational Resources Information Center

Seipel, Ben; Biancarosa, Gina; Carlson, Sarah; Davison, Mark

2015-01-01

Previous research has established two types of struggling readers: those who struggle with lower-level reading skills and those who struggle with higher-level reading skills (Cain & Oakhill, 2006; Perfetti, 2007). The latter group is commonly termed "poor comprehenders": readers who exhibit poor comprehension compared to peers with…
Development of Morphological Awareness in Young Chinese Readers: Comparing Poor Comprehenders and Good Comprehenders

ERIC Educational Resources Information Center

Zhang, Haomin

2017-01-01

The present study explored the relationship between reading comprehension skill and morphological awareness among young Chinese readers. The objectives were to investigate whether morphological awareness is a critical cognitive and linguistic ability to differentiate poor comprehenders and good comprehenders and to further scrutinize the…

Beyond Phonological and Morphological Processing: Pure Copying as a Marker of Dyslexia in Chinese but Not Poor Reading of English

ERIC Educational Resources Information Center

Kalindi, Sylvia Chanda; McBride, Catherine; Tong, Xiuhong; Wong, Natalie Lok Lee; Chung, Kien Hoa Kevin; Lee, Chia-Ying

2015-01-01

To examine cognitive correlates of dyslexia in Chinese and reading difficulties in English as a foreign language, a total of 14 Chinese dyslexic children (DG), 16 poor readers of English (PE), and 17 poor readers of both Chinese and English (PB) were compared to a control sample (C) of 17 children, drawn from a statistically representative sample…
Phonological working memory in German children with poor reading and spelling abilities.

PubMed

Steinbrink, Claudia; Klatte, Maria

2008-11-01

Deficits in verbal short-term memory have been identified as one factor underlying reading and spelling disorders. However, the nature of this deficit is still unclear. It has been proposed that poor readers make less use of phonological coding, especially if the task can be solved through visual strategies. In the framework of Baddeley's phonological loop model, this study examined serial recall performance in German second-grade children with poor vs good reading and spelling abilities. Children were presented with four-item lists of common nouns for immediate serial recall. Word length and phonological similarity as well as presentation modality (visual vs auditory) and type of recall (visual vs verbal) were varied as within-subject factors in a mixed design. Word length and phonological similarity effects did not differ between groups, thus indicating equal use of phonological coding and rehearsal in poor and good readers. However, in all conditions, except the one that combined visual presentation and visual recall, overall performance was significantly lower in poor readers. The results suggest that the poor readers' difficulties do not arise from an avoidance of the phonological loop, but from its inefficient use. An alternative account referring to unstable phonological representations in long-term memory is discussed. Copyright (c) 2007 John Wiley & Sons, Ltd.
Comparisons of Learning Ease and Transfer Propensity in Poor and Average Readers.

ERIC Educational Resources Information Center

Day, Jeanne D.; Zajakowski, Amy

1991-01-01

Assisted and unassisted performance of 14 average readers and 14 readers with learning disabilities (ages 10-13) were compared on a reading comprehension task. The groups differed in how easily they learned to find the main idea under different topic sentence placement conditions, with the learning-disabled readers requiring significantly more…
Excluding the poor from accessing biomedical literature: a rights violation that impedes global health.

PubMed

Yamey, Gavin

2008-01-01

Most biomedical journals charge readers a hefty access toll to read the full text version of a published research article. These tolls bring enormous profits to the traditional corporate publishing industry, but they make it impossible for most people worldwide--particularly in low and middle income countries--to access the biomedical literature. Traditional publishers also insist on owning the copyright on these articles, making it illegal for readers to freely distribute and photocopy papers, translate them, or create derivative educational works. This article argues that excluding the poor from accessing and freely using the biomedical research literature is harming global public health. Health care workers, for example, are prevented from accessing the information they need to practice effective medicine, while policymakers are prevented from accessing the essential knowledge they require to build better health care systems. The author proposes that the biomedical literature should be considered a global public good, basing his arguments upon longstanding and recent international declarations that enshrine access to scientific and medical knowledge as a human right. He presents an emerging alternative publishing model, called open access, and argues that this model is a more socially responsive and equitable approach to knowledge dissemination.
Conceptual versus Perceptual Text Processing Strategies: Differences between Good and Poor Readers.

ERIC Educational Resources Information Center

Shepard, Charlene R.; Reynolds, Ralph E.

Investigating the selective attention strategy, a study examined the type of attention allocated to important information by good and poor readers. Also tested was the methodological validity of using a conceptual (word recognition) perceptual (tachistoscopic word flash) task as a means of investigating the types of information processing that may…
Behavioral Problems and Reading Difficulties among Language Minority and Monolingual Urban Elementary School Students

ERIC Educational Resources Information Center

Pierce, Margaret E.; Wechsler-Zimring, Adrianna; Noam, Gil; Wolf, Maryanne; Katzir, Tami

2013-01-01

This study examined the potentially compounding effect of language minority (LM) status on problem behaviors among urban second and third grade-level poor readers. Univariate analyses showed that a disproportionate percentage of both LM and English monolingual (L1) poor readers already displayed clinically significant levels of anxiety, social…
Breaking the Discrepancy Code: A Meta-Analysis of the Specific Learning Disability Literature

ERIC Educational Resources Information Center

Bachmeier, Randy J.

2009-01-01

Previous "selective" meta-analyses of the literature relating to the IQ-achievement discrepancy model of specific learning disability identification have concluded that "underachieving" and "low-achieving" poor readers do not differ in any educationally meaningful way. Underachievers are those poor readers who qualify as learning disabled using an…
Developmental Trajectories for Children with Dyslexia and Low IQ Poor Readers

ERIC Educational Resources Information Center

Kuppen, Sarah E. A.; Goswami, Usha

2016-01-01

Reading difficulties are found in children with both high and low IQ and it is now clear that both groups exhibit difficulties in phonological processing. Here, we apply the developmental trajectories approach, a new methodology developed for studying language and cognitive impairments in developmental disorders, to both poor reader groups. The…
Computerized trainings in four groups of struggling readers: Specific effects on word reading and comprehension.

PubMed

Potocki, Anna; Magnan, Annie; Ecalle, Jean

2015-01-01

Four groups of poor readers were identified among a population of students with learning disabilities attending a special class in secondary school: normal readers; specific poor decoders; specific poor comprehenders, and general poor readers (deficits in both decoding and comprehension). These students were then trained with a software program designed to encourage either their word decoding skills or their text comprehension skills. After 5 weeks of training, we observed that the students experiencing word reading deficits and trained with the decoding software improved primarily in the reading fluency task while those exhibiting comprehension deficits and trained with the comprehension software showed improved performance in listening and reading comprehension. But interestingly, the latter software also led to improved performance on the word recognition task. This result suggests that, for these students, training interventions focused at the text level and its comprehension might be more beneficial for reading in general (i.e., for the two components of reading) than word-level decoding trainings. Copyright © 2015 Elsevier Ltd. All rights reserved.
My Journey as a Reader

ERIC Educational Resources Information Center

Cevellos, Tatiana

2008-01-01

In this case history, the author describes how her journey as a reader evolved from a poor reader who did not like to read in elementary school into an avid trilingual reader in graduate school. Once she discovered the joy of reading, each language in which she read had its own purpose and emotional connection. She credits self-selected reading…
Comparison of paragraph comprehension test scores with reading versus listening-reading and multiple-choice versus nominal recall administration techniques: justification for the bypass approach.

PubMed

Weinberg, W A; McLean, A; Snider, R L; Rintelmann, J W; Brumback, R A

1989-12-01

Eight groups of learning disabled children (N = 100), categorized by the clinical Lexical Paradigm as good readers or poor readers, were individually administered the Gilmore Oral Reading Test, Form D, by one of four input/retrieval methods: (1) the standardized method of administration in which the child reads each paragraph aloud and then answers five questions relating to the paragraph [read/recall method]; (2) the child reads each paragraph aloud and then for each question selects the correct answer from among three choices read by the examiner [read/choice method]; (3) the examiner reads each paragraph aloud and reads each of the five questions to the child to answer [listen/recall method]; and (4) the examiner reads each paragraph aloud and then for each question reads three multiple-choice answers from which the child selects the correct answer [listen/choice method]. The major difference in scores was between the groups tested by the recall versus the orally read multiple-choice methods. This study indicated that poor readers who listened to the material and were tested by orally read multiple-choice format could perform as well as good readers. The performance of good readers was not affected by listening or by the method of testing. The multiple-choice testing improved the performance of poor readers independent of the input method. This supports the arguments made previously that a "bypass approach" to education of poor readers in which testing is accomplished using an orally read multiple-choice format can enhance the child's school performance on reading-related tasks. Using a listening while reading input method may further enhance performance.
A comparison of the language skills of ELLs and monolinguals who are poor decoders, poor comprehenders, or normal readers.

PubMed

Geva, Esther; Massey-Garrison, Angela

2013-01-01

The overall objective of this article is to examine how oral language abilities relate to reading profiles in English language learners (ELLs) and English as a first language (EL1) learners, and the extent of similarities and differences between ELLs and EL1s in three reading subgroups: normal readers, poor decoders, and poor comprehenders. The study included 100 ELLs and 50 EL1s in Grade 5. The effect of language group (ELL/EL1) and reading group on cognitive and linguistic skills was examined. Except for vocabulary, there was no language group effect on any measure. However, within ELL and EL1 alike, significant differences were found between reading groups: Normal readers outperformed the two other groups on all the oral language measures. Distinct cognitive and linguistic profiles were associated with poor decoders and poor comprehenders, regardless of language group. The ELL and EL1 poor decoders outperformed the poor comprehenders on listening comprehension and inferencing. The poor decoders displayed phonological-based weaknesses, whereas the poor comprehenders displayed a more generalized language processing weakness that is nonphonological in nature. Regardless of language status, students with poor decoding or comprehension problems display difficulties with various aspects of language.
Making Sense of Intimate Partner Violence in Late Life: Comments From Online News Readers

PubMed Central

Brossoie, Nancy; Roberto, Karen A.; Barrow, Katie M.

2012-01-01

Purpose: The purpose of this study was to gain insight into public awareness of intimate partner violence (IPV) in late life by how individuals respond to incidents of IPV reported in the newspaper. Design and Methods: Using grounded theory techniques, online news items covering 24 incidents of IPV in late life, and the reader comments posted to them were analyzed. The news items were examined for incident details, story framing, and reporting style. An open coding process (Charmaz, K. [2006]. Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage Publications.) was used to generate a comprehensive understanding of themes and patterns in the comments posted by readers. Results: Few posters indicated that incidents were episodes of IPV. As many posters struggled to make sense of incidents, they attempted to remove guilt from the perpetrator by assigning blame elsewhere. Comments were influenced by personal assumptions and perspectives about IPV, relationships, and old age; reporting style of the news items; and comments posted by other posters. Implications: Altering public views of IPV in late life requires raising awareness through education, reframing the ways in which information is presented, and placing greater emphasis on the context of the violence. By engaging interactive news media, reporters, participatory journalists, and policymakers can enhance public recognition and understanding of IPV in late life. PMID:22547086
Towards text simplification for poor readers with intellectual disability: when do connectives enhance text cohesion?

PubMed

Fajardo, Inmaculada; Tavares, Gema; Ávila, Vicenta; Ferrer, Antonio

2013-04-01

Cohesive elements of texts such as connectives (e.g., but, in contrast) are expected to facilitate inferential comprehension in poor readers. Two experiments tested this prediction in poor readers with intellectual disability (ID) by: (a) comparing literal and inferential text comprehension of texts with and without connectives and/or high frequency content words (Experiment 1) and (b) exploring the effects of type and familiarity of connectives on two-clause text comprehension by means of a cloze task (Experiment 2). Neither the addition of high frequency content words nor connectives in general produced inferential comprehension improvements. However, although readers with ID were less likely to select the target connective in the cloze task than chronologically age-matched readers (mean age=21 years) in general, their performance was affected by the type of connective and its familiarity. Familiarity had a facilitative effect for additive and contrastive connectives, but interfered in the case of temporal and causal connectives. The average performance of a reading level-matched control group (typically developing children) was similar to the group of readers with ID although the pattern of interaction between familiarity and type of connectives varied between groups. The implications of these findings for the adaptation of texts in special education contexts are discussed. Copyright © 2013 Elsevier Ltd. All rights reserved.
Support Systems for Poor Readers: Empirical Data from Six EU Member States

ERIC Educational Resources Information Center

Ise, Elena; Blomert, Leo; Bertrand, Daisy; Faisca, Luis; Puolakanaho, Anne; Saine, Nina L.; Suranyi, Zsuzsanna; Vaessen, Anniek; Csepe, Valeria; Lyytinen, Heikki; Reis, Alexandra; Ziegler, Johannes C.; Schulte-Korne, Gerd

2011-01-01

This study surveyed and compared support systems for poor readers in six member states of the European Union (EU). The goal was to identify features of effective support systems. A large-scale questionnaire survey was conducted among mainstream teachers (n = 4,210) and remedial teachers (n = 2,395). Results indicate that the six support systems…
Verbal Processing Reaction Times in "Normal" and "Poor" Readers.

ERIC Educational Resources Information Center

Culbertson, Jack; And Others

After it had been determined that reaction time (RT) was a sensitive measure of hemispheric dominance in a verbal task performed by normal adult readers, the reaction times of three groups of subjects (20 normal reading college students, 12 normal reading third graders and 11 poor reading grade school students) were compared. Ss were exposed to…
A Linguistic Feature Comparison of the Verbal Protocols of Good and Poor Readers on Standardized Measures of Reading Comprehension.

ERIC Educational Resources Information Center

Kavale, Kenneth A.

Sixteen sixth-grade students participated in a study of the reasoning strategies employed by good and poor readers. Students, trained in applying introspective procedures, completed instruments that measured verbal reasoning, determining cause and effect, reading for inference, and determining main idea. Protocols obtained during five consecutive…
The Role of Knowledge Base and Declarative Metamemory in the Acquisition of a Reading Strategy.

ERIC Educational Resources Information Center

Gaultney, Jane F.; Hack-Weiner, Nancy

A study examined whether previous knowledge facilitates the acquisition of a reading comprehension strategy by children who are poor readers. Subjects, 54 fourth- and fifth-grade boys in Palm Beach County, Florida, who were poor readers and baseball experts, were trained in the use of a reading strategy (asking "why" questions), with…
Verbal Rehearsal and Short-Term Memory in Reading-disabled Children

ERIC Educational Resources Information Center

Torgesen, Joseph; Goldman, Tina

1977-01-01

To determine whether the frequently found short-term memory deficits in poor readers reflect a lack of ability or inclination to use efficient task strategies, the performances of second-grade good and poor readers were compared on a task which allowed direct observation of the use of verbal rehearsal as a mnemonic strategy. (Author/JMB)
The Effectiveness of Bimodal Text Presentation for Poor Readers.

ERIC Educational Resources Information Center

Steele, Emily; And Others

A study explored the effects of bimodal (concurrent auditory and visual stimulus modes) versus unimodal reading on 8 poor readers between the ages of 9 and 12 years. An alternating treatments design was used to compare student performance on 12 passages, 45 in each of 3 presentations modes: bimodal, visual, and auditory. Session measures included…

Phonological Basis in Reading Disability: A Review and Analysis of the Evidence.

ERIC Educational Resources Information Center

Mody, Maria

2003-01-01

Notes that poor readers are known to do consistently worse than their normal reading peers on tasks of phonological processing. Discusses an increasing body of evidence, which points to deficits in speech perception as a source of subtle, but ramifying effects in reading impaired children and adults. Explains poor readers' difficulties in…
Learning to Read in Arabic: Reading, Syntactic, Orthographic and Working Memory Skills in Normally Achieving and Poor Arabic Readers.

ERIC Educational Resources Information Center

Abu-Rabia, Salim

1995-01-01

Examines relationships between phonological skills and reading in 143 Arab children in Arab villages of central Israel. Finds that a word recognition test was highly correlated with phonological skills, semantic processing, syntactic knowledge, and short-term memory, and that poor readers significantly lagged in skill development. Discusses…
Is a "Phoenician" reading style superior to a "Chinese" reading style? Evidence from fourth graders.

PubMed

Bowey, Judith A

2008-07-01

This study compared normally achieving fourth-grade "Phoenician" readers, who identify nonwords significantly more accurately than they do exception words, with "Chinese" readers, who show the reverse pattern. Phoenician readers scored lower than Chinese readers on word identification, exception word reading, orthographic choice, spelling, reading comprehension, and verbal ability. When compared with normally achieving children who read nonwords and exception words equally well, Chinese readers scored as well as these children on word identification, regular word reading, orthographic choice, spelling, reading comprehension, phonological sensitivity, and verbal ability and scored better on exception word reading. Chinese readers also used rhyme-based analogies to read nonwords derived from high-frequency exception words just as often as did these children. As predicted, Phoenician and Chinese readers adopted somewhat different strategies in reading ambiguous nonwords constructed by analogy to high-frequency exception words. Phoenician readers were more likely than Chinese readers to read ambiguous monosyllabic nonwords via context-free grapheme-phoneme correspondences and were less likely to read disyllabic nonwords by analogy to high-frequency analogues. Although the Chinese reading style was more common than the Phoenician style in normally achieving fourth graders, there were similar numbers of poor readers with phonological dyslexia (identifying nonwords significantly more accurately than exception words) and surface dyslexia (showing the reverse pattern), although surface dyslexia was more common in the severely disabled readers. However, few of the poor readers showed pure patterns of phonological or surface dyslexia.
Austere Librarians— Volte-Face! *

PubMed Central

Ingelfinger, Franz J.

1967-01-01

Medical Libraries are too concerned with their customers and not interested enough in their wares. The number, nature, behavior, and satisfaction of readers and the book use by readers are extensively analyzed. Though important for library operation, such studies tend to make library staff regard and treat readers as impersonal members of a study population. As opposed to critical analysis of readers, little effort is made in this direction with respect to journals. It is, therefore, proposed that medical libraries take a hard look at the journals they offer and classify and display them in A, B, C, and D categories. The following benefits might be envisioned: the reader would be helped in looking up a subject that is not in his immediate field of specialization, the occupancy of valuable space by poor journals would be prevented, medium quality journals would strive to improve themselves, and it is even possible that poor and superfluous journals would be put out of business. PMID:6016364
Beyond Phonology: Visual Processes Predict Alphanumeric and Nonalphanumeric Rapid Naming in Poor Early Readers

ERIC Educational Resources Information Center

Kruk, Richard S.; Luther Ruban, Cassia

2018-01-01

Visual processes in Grade 1 were examined for their predictive influences in nonalphanumeric and alphanumeric rapid naming (RAN) in 51 poor early and 69 typical readers. In a lagged design, children were followed longitudinally from Grade 1 to Grade 3 over 5 testing occasions. RAN outcomes in early Grade 2 were predicted by speeded and nonspeeded…
Microfluidic point-of-care diagnostics for resource-poor environments

NASA Astrophysics Data System (ADS)

Laksanasopin, Tassaneewan; Chin, Curtis D.; Moore, Hannah; Wang, Jennifer; Cheung, Yuk Kee; Sia, Samuel K.

2009-05-01

Point-of-care (POC) diagnostics have tremendous potential to improve human health in remote and resource-poor settings. However, the design criteria for diagnostic tests appropriate in settings with limited infrastructure are unique and challenging. Here we present a custom optical reader which quantifies silver absorbance from heterogeneous immunoassays. The reader is simple and low-cost and suited for POC diagnostics.
Eye-Movement Patterns and Reader Characteristics of Students with Good and Poor Performance When Reading Scientific Text with Diagrams

ERIC Educational Resources Information Center

Jian, Yu-Cin

2017-01-01

This study investigated the cognitive processes and reader characteristics of sixth graders who had good and poor performance when reading scientific text with diagrams. We first measured the reading ability and reading self-efficacy of sixth-grade participants, and then recorded their eye movements while they were reading an illustrated…
Reading Ability and Memory Span: Long-Term Memory Contributions to Span for Good and Poor Readers.

ERIC Educational Resources Information Center

McDougall, Sine J. P.; Donohoe, Rachael

2002-01-01

Investigates the extent to which differences in memory span for good and poor readers can be explained by differences in a long-term memory component to span as well as by differences in short-term memory processes. Discusses the nature of the interrelationships between memory span, reading and measures of phonological awareness. (SG)
Migration and maternity in the age of superdiversity.

PubMed

Newall, Dave; Phillimore, Jenny; Sharpe, Hilary

2012-01-01

The UK has entered an era of superdiversity with our communities being more diverse than ever before. Migration has contributed to rising birth rates, and poor birth outcomes have been increasingly associated with ethnicity, often in areas with high concentrations of migrants. This article sets out the findings of a study looking at the maternity needs and experiences of migrant women and professionals living in the West Midlands. The study found that migrant women tended to book late or drop out of the maternity system due to a range of barriers including lack of understanding of the system, lack of information, poor language skills and poverty. Migrant women often had negative birth experiences and did not receive the follow on care they needed. Professionals recognised many of the problems migrant women experienced but lacked the time and resources to meet needs. The article concludes by recognising that additional training and time are needed to help professionals to address those needs and signposts the reader to good practice.
End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?

PubMed

Lee, Julia Ai Cheng; Otaiba, Stephanie Al

2017-01-01

In this article, the authors examined the spelling performance of 430 kindergarteners, which included a high risk sample, to determine the relations between end of kindergarten reading and spelling in a high quality language arts setting. The spelling outcomes including the spelling errors between the good and the poor readers were described, analyzed, and compared. The findings suggest that not all the children have acquired the desired standard as outlined by the Common Core State Standards. In addition, not every good reader is a good speller and that not every poor speller is a poor reader. The study shows that spelling tasks that are accompanied by spelling errors analysis provide a powerful window for making instructional sense of children's spelling errors and for individualizing spelling instructional strategies.
Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as "poor readers".

PubMed

Engel de Abreu, Pascale M J; Abreu, Neander; Nikaedo, Carolina C; Puglisi, Marina L; Tourinho, Carlos J; Miranda, Mônica C; Befi-Lopes, Debora M; Bueno, Orlando F A; Martin, Romain

2014-01-01

This study examined executive functioning and reading achievement in 106 6- to 8-year-old Brazilian children from a range of social backgrounds of whom approximately half lived below the poverty line. A particular focus was to explore the executive function profile of children whose classroom reading performance was judged below standard by their teachers and who were matched to controls on chronological age, sex, school type (private or public), domicile (Salvador/BA or São Paulo/SP) and socioeconomic status. Children completed a battery of 12 executive function tasks that were conceptual tapping cognitive flexibility, working memory, inhibition and selective attention. Each executive function domain was assessed by several tasks. Principal component analysis extracted four factors that were labeled "Working Memory/Cognitive Flexibility," "Interference Suppression," "Selective Attention," and "Response Inhibition." Individual differences in executive functioning components made differential contributions to early reading achievement. The Working Memory/Cognitive Flexibility factor emerged as the best predictor of reading. Group comparisons on computed factor scores showed that struggling readers displayed limitations in Working Memory/Cognitive Flexibility, but not in other executive function components, compared to more skilled readers. These results validate the account that working memory capacity provides a crucial building block for the development of early literacy skills and extends it to a population of early readers of Portuguese from Brazil. The study suggests that deficits in working memory/cognitive flexibility might represent one contributing factor to reading difficulties in early readers. This might have important implications for how educators might intervene with children at risk of academic under achievement.
Heard Any Good Books Lately?: Must-Have Audiobooks for Tweens and Teens

ERIC Educational Resources Information Center

Mandell, Phyllis Levy

2010-01-01

Audiobooks are excellent tools to help students build literacy skills as well as improve listening, writing, and vocabulary competencies. In many shared or independent reading situations, audiobooks offer support to reluctant and struggling readers, special-needs students, and English-language learners. They are also embraced by voracious readers.…
Influence of Verb and Noun Bases on Reading Aloud Derived Nouns: Evidence from Children with Good and Poor Reading Skills

ERIC Educational Resources Information Center

Traficante, Daniela; Marelli, Marco; Luzzatti, Claudio; Burani, Cristina

2014-01-01

Several studies on children and adults with and without linguistic impairment have reported differences between verb and noun processing. The present study assessed whether noun and verb bases affect differently children's reading of derived words. Thirty-six Italian good readers and 18 poor readers, all 4th or 5th graders, were asked to read…
Building BRIDGES: A Design Experiment to Improve Reading and United States History Knowledge of Poor Readers in Eighth Grade

ERIC Educational Resources Information Center

O'Connor, Rollanda E.; Beach, Kristen D.; Sanchez, Victoria M.; Bocian, Kathleen M.; Flynn, Lindsay J.

2015-01-01

We tested the effects of teaching reading skills through U.S. history content for 38 eighth-grade poor readers whose reading ability ranged from second-to fourth-grade levels. Half of the students received special education services, and half of the students were English language learners. Students were taught to decode multisyllabic words, learn…
Processing Words Varying in Personal Familiarity (Based on Reading and Spelling) by Poor Readers and Age-Matched and Reading-Matched Controls

ERIC Educational Resources Information Center

Corcos, Evelyne; Willows, Dale M.

2009-01-01

To evaluate whether performance differences between good and poor readers relate to reading-specific cognitive factors that result from engaging in reading activities and other experiential factors, the authors gave students in Grades 4 and 6 a perceptual identification test of words not only drawn from their personal lexicon but also varying in…
Temporal and Causal Reasoning in Deaf and Hearing Novice Readers

ERIC Educational Resources Information Center

Sullivan, Susan; Oakhill, Jane; Arfé, Barbara; Boureux, Magali

2014-01-01

Temporal and causal information in text are crucial in helping the reader form a coherent representation of a narrative. Deaf novice readers are generally poor at processing linguistic markers of causal/temporal information (i.e., connectives), but what is unclear is whether this is indicative of a more general deficit in reasoning about…
End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?

PubMed Central

Lee, Julia Ai Cheng; Otaiba, Stephanie Al

2016-01-01

In this article, the authors examined the spelling performance of 430 kindergarteners, which included a high risk sample, to determine the relations between end of kindergarten reading and spelling in a high quality language arts setting. The spelling outcomes including the spelling errors between the good and the poor readers were described, analyzed, and compared. The findings suggest that not all the children have acquired the desired standard as outlined by the Common Core State Standards. In addition, not every good reader is a good speller and that not every poor speller is a poor reader. The study shows that spelling tasks that are accompanied by spelling errors analysis provide a powerful window for making instructional sense of children’s spelling errors and for individualizing spelling instructional strategies. PMID:28706433
Imitated Prosodic Fluency Predicts Reading Comprehension Ability in Good and Poor High School Readers

PubMed Central

Breen, Mara; Kaswer, Lianne; Van Dyke, Julie A.; Krivokapić, Jelena; Landi, Nicole

2016-01-01

Researchers have established a relationship between beginning readers' silent comprehension ability and their prosodic fluency, such that readers who read aloud with appropriate prosody tend to have higher scores on silent reading comprehension assessments. The current study was designed to investigate this relationship in two groups of high school readers: Specifically Poor Comprehenders (SPCs), who have adequate word level and phonological skills but poor reading comprehension ability, and a group of age- and decoding skill-matched controls. We compared the prosodic fluency of the two groups by determining how effectively they produced prosodic cues to syntactic and semantic structure in imitations of a model speaker's production of syntactically and semantically varied sentences. Analyses of pitch and duration patterns revealed that speakers in both groups produced the expected prosodic patterns; however, controls provided stronger durational cues to syntactic structure. These results demonstrate that the relationship between prosodic fluency and reading comprehension continues past the stage of early reading instruction. Moreover, they suggest that prosodically fluent speakers may also generate more fluent implicit prosodic representations during silent reading, leading to more effective comprehension. PMID:27486409
Building BRIDGES: A Design Experiment to Improve Reading and United States History Knowledge of Poor Readers in 8th Grade

ERIC Educational Resources Information Center

O'Connor, Rollanda E.; Beach, Kristen D.; Sanchez, Victoria; Bocian, Kathleen M.; Flynn, Lindsay

2015-01-01

We tested the effects of teaching reading skills through U.S. History content for 38 eighth-grade poor readers whose reading ability ranged from 2nd to 4th grade levels. Half of the students received special education services and half of the students were English Language Learners. Students were taught to decode multisyllabic words, learn…
Preventative Reading Interventions Teaching Direct Mapping of Graphemes in Texts and Set-for-Variability Aid At-Risk Learners

ERIC Educational Resources Information Center

Savage, Robert; Georgiou, George; Parrila, Rauno; Maiorino, Kristina

2018-01-01

We evaluated two experimenter-delivered, small-group word reading programs among at-risk poor readers in Grade 1 classes of regular elementary schools using a two-arm, dual-site-matched control trial intervention. At-risk poor word readers (n = 201) were allocated to either (a) Direct Mapping and Set-for-Variability (DMSfV) or (b) Current or…

The Role of Feedback and Differences between Good and Poor Decoders in a Repeated Word Reading Paradigm in First Grade

ERIC Educational Resources Information Center

van Gorp, Karly; Segers, Eliane; Verhoeven, Ludo

2017-01-01

The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items.…
Emergent Readers' Social Interaction Styles and Their Comprehension Processes during Buddy Reading

ERIC Educational Resources Information Center

Christ, Tanya; Wang, X. Christine; Chiu, Ming Ming

2015-01-01

To examine the relations between emergent readers' social interaction styles and their comprehension processes, we adapted sociocultural and transactional views of learning and reading, and conducted statistical discourse analysis of 1,359 conversation turns transcribed from 14 preschoolers' 40 buddy reading events. Results show that interaction…
Outlining Techniques That Help Disabled Readers.

ERIC Educational Resources Information Center

Giordano, Gerard

1982-01-01

As alternatives to hierarchical outlining, pictorial, topical, and critical outlining kinesthetically reinforce reading comprehension and can be useful in helping older students who are learning disabled or poor readers. Examples of each approach are given. (CL)
James Hutton's Geological Tours of Scotland: Romanticism, Literary Strategies, and the Scientific Quest

NASA Astrophysics Data System (ADS)

Furniss, Tom

2014-03-01

Rather than focussing on the relationship between science and literature, this article attempts to read scientific writing as literature. It explores a somewhat neglected element of the story of the emergence of geology in the late eighteenth century—James Hutton's unpublished accounts of the tours of Scotland that he undertook in the years 1785-1788 in search of empirical evidence for his theory of the earth. Attention to Hutton's use of literary techniques and conventions highlights the ways these texts dramatise the journey of scientific discovery and allow Hutton's readers to imagine that they were virtual participants in the geological quest, conducted by a savant whose self-fashioning made him a reliable guide through Scotland's geomorphology and the landscapes of deep time.
The Effects of a Reader's Theater Instructional Intervention on Second Grade Students' Reading Fluency and Comprehension Skills

ERIC Educational Resources Information Center

Johnson, Diane D.

2011-01-01

An estimated 75% of students who are poor readers in third grade continue to be lower achieving readers in ninth grade. The National Reading Panel has identified fluency as a prominent cause of reading comprehension problems which ultimately affect overall reading development. The purpose of this study was to test the theoretical framework of…
Reading Arabic Texts: Effects of Text Type, Reader Type and Vowelization.

ERIC Educational Resources Information Center

Abu-Rabia, Salim

1998-01-01

Investigates the effect of vowels on reading accuracy in Arabic orthography. Finds that vowels had a significant effect on reading accuracy of poor and skilled readers in reading each of four kinds of texts. (NH)
Uncontracted or Contracted Braille for Emergent Readers: A Pilot Study

ERIC Educational Resources Information Center

Farnsworth, Charles, Jr.

2007-01-01

To determine the attitudes of teachers of students who are visually impaired or blind about the use of contracted or uncontracted Braille for emergent readers, the author posted a questionnaire on three electronic listservs from October through December 2002 and received responses from 40 teachers in India, Canada, the West Indies, and the United…
Identifying Effective Methods of Instruction for Adult Emergent Readers through Community-Based Research

ERIC Educational Resources Information Center

Blackmer, Rachel; Hayes-Harb, Rachel

2016-01-01

We present a community-based research project aimed at identifying effective methods and materials for teaching English literacy skills to adult English as a second language emergent readers. We conducted a quasi-experimental study whereby we evaluated the efficacy of two approaches, one based on current practices at the English Skills Learning…
The Fluid Reading Primer: Animated Decoding Support for Emergent Readers.

ERIC Educational Resources Information Center

Zellweger, Polle T.; Mackinlay, Jock D.

A prototype application called the Fluid Reading Primer was developed to help emergent readers with the process of decoding written words into their spoken forms. The Fluid Reading Primer is part of a larger research project called Fluid Documents, which is exploring the use of interactive animation of typography to show additional information in…
An Examination of a Small-Group Decoding Intervention for Struggling Readers: Comparing Accuracy and Automaticity Criteria

ERIC Educational Resources Information Center

Hudson, Roxanne F.; Isakson, Carole; Richman, Taylor; Lane, Holly B.; Arriaza-Allen, Stephanie

2011-01-01

In this study, we compared methods to improve the decoding and reading fluency of struggling readers. Second-grade poor readers were randomly assigned to one of the two practice conditions within a repeated reading intervention. Both interventions were in small groups, were 20-28 min long, took place 2-4 days per week, and consisted of phonemic…
Low-Skilled Adult Readers Look Like Typically Developing Child Readers: A Comparison of Reading Skills and Eye Movement Behavior

ERIC Educational Resources Information Center

Barnes, Adrienne E.; Kim, Young-Suk

2016-01-01

Adults enrolled in basic education exhibit poor academic performance, often reading at elementary and middle-school levels. The current study investigated the similarities and differences of reading skills and eye movement behavior between a sample of 25 low-skilled adult readers and 25 first grade students matched on word reading skill. t tests…
Readers, Instruction, and the NRP

ERIC Educational Resources Information Center

Wilson, G. Pat; Martens, Prisca; Arya, Poonam; Altwerger, Bess

2004-01-01

Are programs that emphasize systematic phonics instruction truly superior to other types of programs for young readers, as the National Reading Panel claims? The authors conducted a study of three different programs to see what kinds of readers are actually emerging from them. Two were commercial programs that used explicit and systematic phonics…
The Effect of Visual-Spatial Stimulation on Emergent Readers at Risk for Specific Learning Disability in Reading

ERIC Educational Resources Information Center

Zascavage, Victoria Selden; McKenzie, Ginger Kelley; Buot, Max; Woods, Carol; Orton-Gillingham, Fellow

2012-01-01

This study compared word recognition for words written in a traditional flat font to the same words written in a three-dimensional appearing font determined to create a right hemispheric stimulation. The participants were emergent readers enrolled in Montessori schools in the United States learning to read basic CVC (consonant, vowel, consonant)…
Lessons from the Reading Brain for Reading Development and Dyslexia

ERIC Educational Resources Information Center

Wolf, Maryanne; Ullman-Shade, Catherine; Gottwald, Stephanie

2016-01-01

This essay is about the improbable emergence of written language six millennia ago that gave rise to the even more improbable, highly sophisticated reading brain of the twenty-first century. How it emerged and what it comprises--both in its most basic iteration in the very young reader and in its most elaborated iteration in the expert reader--is…
Teaching Students with Moderate Intellectual Disability Who Are Emergent Readers to Comprehend Passages of Text

ERIC Educational Resources Information Center

Browder, Diane M.; Hudson, Melissa E.; Wood, Alyson Leah

2013-01-01

A modified system of least intrusive prompting was used to teach middle school students with moderate intellectual disability who were emergent readers to comprehend short passages of text. Text passages were summaries of the chapters of age-appropriate novels rewritten for a beginning reading level. Time delay was used to teach the participants…
Biopharmaceutical insights of particulate emulsified systems - a prospective overview.

PubMed

Katamreddy, Jyothshna Devi; Yalavarthi, Prasanna Raju; D, Subba Rao; Battu, Sowjanya; Peesa, Jaya Preethi

2018-05-10

During the twenty-first century, drug discovery is expanding rapidly and a large number of chemical moieties are recognized. Many of them are poorly soluble and hence related biopharmaceutical constraints are to be addressed systematically. Among novel approaches to resolving biopharmaceutical issues, micro- and nano-emulsified systems serve as the best strategy for delivering both hydrophobic and hydrophilic drugs owing to their greater solubilization and transportation capabilities. Of late, the unique physical and biopharmaceutical properties of these liquid isotropic homogenous systems have gained substantive research importance. In addition nano/micro lipid systems share structural and functional similarity with that of the physiological lipids which offer better tolerance ability in the body. In this context, this article provides information on the historical emergence of particulate emulsified systems, importance and rationale of selection of carriers. It also encompasses the physicochemical principles that are responsible for the elevation of therapeutic outcomes of delivery systems. Detailed and schematic absorption of these drug delivery systems is explained here. Gastro-intestinal biochemistry necessary in the understanding of digestion process, lipolytic products formed, micellar structures, enzymes, transporters, mechanism of cell uptake involved after subsequent oral absorption are also emphasized. In addition, this article also explains disposition and pharmacokinetic properties of emulsified systems with real-time therapeutic research outcomes. The influence of biochemical compositions and biopharmaceutical principles on absorption and disposition patterns of ME/NEs was described in the article for the interest of readers and young researchers.
Bridging Literacy Acquisition and Self-Regulated Learning: Using a SRL Framework to Support Struggling Readers

ERIC Educational Resources Information Center

Holtzheuser, Sierra; McNamara, John

2014-01-01

Reading is conceptualized as a hierarchy of component skills where lower order emergent literacy skills set the foundation for higher order reading skills such as fluency and comprehension. Approximately 20% of readers struggle within this hierarchical process (Fielding, Kerr, & Rosier, 2007). Struggling readers are susceptible to the Matthew…
Examining the Relationship Between Word Reading Efficiency and Oral Reading Rate in Predicting Comprehension Among Different Types of Readers

PubMed Central

Eason, Sarah H.; Sabatini, John; Goldberg, Lindsay; Bruce, Kelly; Cutting, Laurie E.

2013-01-01

To further explore contextual reading rate, an important aspect of reading fluency, we examined the relationship between word reading efficiency (WRE) and contextual oral reading rate (ORR), the degree to which they overlap across different comprehension measures, whether oral language (semantics and syntax) predicts ORR beyond contributions of word-level skills, and whether the WRE–ORR relationship varies based on different reader profiles. Assessing reading and language of average readers, poor decoders, and poor comprehenders, ages 10 to 14, ORR was the strongest predictor of comprehension across various formats; WRE contributed no unique variance after taking ORR into account. Findings indicated that semantics, not syntax, contributed to ORR. Poor comprehenders performed below average on measures of ORR, despite average WRE, expanding previous findings suggesting specific weaknesses in ORR for this group. Together, findings suggest that ORR draws upon skills beyond those captured by WRE and suggests a role for oral language (semantics) in ORR. PMID:23667307
Replicability of sight word training and phonics training in poor readers: a randomised controlled trial

PubMed Central

Kohnen, S; Jones, K; Eve, P; Banales, E; Larsen, L; Castles, A

2015-01-01

Given the importance of effective treatments for children with reading impairment, paired with growing concern about the lack of scientific replication in psychological science, the aim of this study was to replicate a quasi-randomised trial of sight word and phonics training using a randomised controlled trial (RCT) design. One group of poor readers (N = 41) did 8 weeks of phonics training (i.e., phonological decoding) and then 8 weeks of sight word training (i.e., whole-word recognition). A second group did the reverse order of training. Sight word and phonics training each had a large and significant valid treatment effect on trained irregular words and word reading fluency. In addition, combined sight word and phonics training had a moderate and significant valid treatment effect on nonword reading accuracy and fluency. These findings demonstrate the reliability of both phonics and sight word training in treating poor readers in an era where the importance of scientific reliability is under close scrutiny. PMID:26019992
Late Winter Booklist.

ERIC Educational Resources Information Center

Heins, Ethel L.; And Others

1983-01-01

Annotates recent materials for younger, intermediate, and older readers. Includes picture books, fiction, nonfiction, paperbacks, poetry, and children's books of special interest to adults. Also annotates one film. (FL)

Very Early Language Skills of Fifth-Grade Poor Comprehenders

ERIC Educational Resources Information Center

Justice, Laura; Mashburn, Andrew; Petscher, Yaacov

2013-01-01

This study tested the theory that future poor comprehenders would show modest but pervasive deficits in both language comprehension and production during early childhood as compared with future poor decoders and typical readers. Using an existing database (NICHD ECCRN), fifth-grade students were identified as having poor comprehension skills…
"You Just Get a Deeper Understanding of Things by Talking:" Study Circles for Teachers of ESL Emergent Readers

ERIC Educational Resources Information Center

Vinogradov, Patsy

2012-01-01

When adult ESL (English as a Second Language) learners enter our classrooms with little or no first language literacy, their instructors teach them to read for the first time in an unfamiliar language. It is a tremendous task, and the context for teaching "adult emergent readers" is complex. This complexity is coupled with a growing, but still…
Preliteracy signatures of poor-reading abilities in resting-state EEG

PubMed Central

Schiavone, Giuseppina; Linkenkaer-Hansen, Klaus; Maurits, Natasha M.; Plakas, Anna; Maassen, Ben A. M.; Mansvelder, Huibert D.; van der Leij, Aryan; van Zuijen, Titia L.

2014-01-01

The hereditary character of dyslexia suggests the presence of putative underlying neural anomalies already in preliterate age. Here, we investigated whether early neurophysiological correlates of future reading difficulties—a hallmark of dyslexia—could be identified in the resting-state EEG of preliterate children. The children in this study were recruited at birth and classified on the basis of parents' performance on reading tests to be at-risk of becoming poor readers (n = 48) or not (n = 14). Eyes-open rest EEG was measured at the age of 3 years, and the at-risk children were divided into fluent readers (n = 24) and non-fluent readers (n = 24) after reading assessment at their third grade of school. We found that fluent readers and non-fluent readers differed in normalized spectral amplitude. Non-fluent readers were characterized by lower amplitude in the delta-1 frequency band (0.5–2 Hz) and higher amplitude in the alpha-1 band (6–8 Hz) in multiple scalp regions compared to control and at-risk fluent readers. Interestingly, across groups these EEG biomarkers correlated with several behavioral test scores measured in the third grade. Specifically, the performance on reading fluency, phonological and orthographic tasks and rapid automatized naming task correlated positively with delta-1 and negatively with alpha-1. Together, our results suggest that combining family-risk status, neurophysiological testing and behavioral test scores in a longitudinal setting may help uncover physiological mechanisms implicated with neurodevelopmental disorders such as the predisposition to reading disabilities. PMID:25285075
Relationships among Learner Characteristics and Adolescents' Perceptions about Reading Strategy Use

ERIC Educational Resources Information Center

Cantrell, Susan Chambers; Carter, Janis C.

2009-01-01

This study investigates relationships among adolescent students' perceived use of academic reading strategies and reading achievement, age, and gender. Good readers reported using global and problem-solving strategies to a greater extent than poor readers. Surface-level problem-solving strategies were more strongly related to higher reading…
Visual and Auditory Memory: Relationships to Reading Achievement.

ERIC Educational Resources Information Center

Bruning, Roger H.; And Others

1978-01-01

Good and poor readers' visual and auditory memory were tested. No group differences existed for single mode presentation in recognition frequency or latency. With multimodal presentation, good readers had faster latencies. Dual coding and self-terminating memory search hypotheses were supported. Implications for the reading process and reading…
Improving the Performance of Poor Readers through Autogenic Relaxation Training.

ERIC Educational Resources Information Center

Frey, Herbert

1980-01-01

Reports that the addition of 15 minutes of relaxation training to weekly remedial reading periods for disabled readers throughout a school year raised concentration levels and decreased anxiety, neuroticism, and number of reading errors. Describes a few types of relaxation exercises that may be helpful. (ET)
It's Never Too Late to Dare: Outdoor Adventure Programming for the Age Wave

ERIC Educational Resources Information Center

Kluge, Mary Ann

2005-01-01

The population pyramid is being turned upside down. Baby boomers are beginning to flood the market for goods and services. It is never too late to encourage people of all ages to "dare" to be active through outdoor adventure activities. This article provides readers with a general understanding of older adults' needs and interests as they relate…
Improving word reading speed: individual differences interact with a training focus on successes or failures.

PubMed

Steenbeek-Planting, Esther G; van Bon, Wim H J; Schreuder, Robert

2012-10-01

The effect of two training procedures on the development of reading speed in poor readers is examined. One training concentrates on the words the children read correctly (successes), the other on the words they read incorrectly (failures). Children were either informed or not informed about the training focus. A randomized controlled trial was conducted with 79 poor readers. They repeatedly read regularly spelled Dutch consonant-vowel-consonant words, some children their successes, others their failures. The training used a computerized flashcards format. The exposure duration of the words was varied to maintain an accuracy rate at a constant level. Reading speed improved and transferred to untrained, orthographically more complex words. These transfer effects were characterized by an Aptitude-Treatment Interaction. Poor readers with a low initial reading level improved most in the training focused on successes. For poor readers with a high initial reading level, however, it appeared to be more profitable to practice with their failures. Informing students about the focus of the training positively affected training: The exposure duration needed for children informed about the focus of the training decreased more than for children who were not informed. This study suggests that neither of the two interventions is superior to the other in general. Rather, the improvement of general reading speed in a transparent orthography is closely related to both the children's initial reading level and the type of words they practice with: common and familiar words when training their successes and uncommon and less familiar words with training their failures.
Principles for new optical techniques in medical diagnostics for mHealth applications

NASA Astrophysics Data System (ADS)

Balsam, Joshua Michael

Medical diagnostics is a critical element of effective medical treatment. However, many modern and emerging diagnostic technologies are not affordable or compatible with the needs and conditions found in low-income and middle-income countries and regions. Resource-poor areas require low-cost, robust, easy-to-use, and portable diagnostics devices compatible with telemedicine (i.e. mHealth) that can be adapted to meet diverse medical needs. Many suitable devices will need to be based on optical technologies, which are used for many types of biological analyses. This dissertation describes the fabrication and detection principles for several low-cost optical technologies for mHealth applications including: (1) a webcam based multi-wavelength fluorescence plate reader, (2) a lens-free optical detector used for the detection of Botulinum A neurotoxin activity, (3) a low cost micro-array reader that allows the performance of typical fluorescence based assays demonstrated for the detection of the toxin staphylococcal enterotoxin (SEB), and (4) a wide-field flow cytometer for high throughput detection of fluorescently labeled rare cells. This dissertation discusses how these technologies can be harnessed using readily available consumer electronics components such as webcams, cell phones, CCD cameras, LEDs, and laser diodes. There are challenges in developing devices with sufficient sensitivity and specificity, and approaches are presented to overcoming these challenges to create optical detectors that can serve as low cost medical diagnostics in resource-poor settings for mHealth.
Books and the Founding Fathers: A Lecture To Commemorate the Year of the Reader, Delivered on November 1, 1987. The Center for the Book Viewpoint Series No. 23.

ERIC Educational Resources Information Center

Nash, George H.

The great majority of the Founding Fathers were readers. In fact, the leading political figures of late eighteenth-century America were generally, and often intimately, acquainted with the output of the greatest European minds of the day--and of the minds of the ancient western world. Two factors above all placed an ineffaceable stamp on the…
A Comparison of Cognitive Flexibility and Metalinguistic Skills in Adult Good and Poor Comprehenders

ERIC Educational Resources Information Center

Cartwright, Kelly B.; Bock, Allison M.; Coppage, Elizabeth A.; Hodgkiss, Melinda D.; Nelson, Marisa Isaac

2017-01-01

Good and poor comprehenders exhibit different profiles of cognitive abilities, despite comparable decoding skills. Recent work suggests that executive functions, particularly cognitive flexibility, may underlie poor comprehenders' difficulties in childhood and adulthood. However, metalinguistic skills that enable readers to reflect on various…
Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as “poor readers”

PubMed Central

Engel de Abreu, Pascale M. J.; Abreu, Neander; Nikaedo, Carolina C.; Puglisi, Marina L.; Tourinho, Carlos J.; Miranda, Mônica C.; Befi-Lopes, Debora M.; Bueno, Orlando F. A.; Martin, Romain

2014-01-01

This study examined executive functioning and reading achievement in 106 6- to 8-year-old Brazilian children from a range of social backgrounds of whom approximately half lived below the poverty line. A particular focus was to explore the executive function profile of children whose classroom reading performance was judged below standard by their teachers and who were matched to controls on chronological age, sex, school type (private or public), domicile (Salvador/BA or São Paulo/SP) and socioeconomic status. Children completed a battery of 12 executive function tasks that were conceptual tapping cognitive flexibility, working memory, inhibition and selective attention. Each executive function domain was assessed by several tasks. Principal component analysis extracted four factors that were labeled “Working Memory/Cognitive Flexibility,” “Interference Suppression,” “Selective Attention,” and “Response Inhibition.” Individual differences in executive functioning components made differential contributions to early reading achievement. The Working Memory/Cognitive Flexibility factor emerged as the best predictor of reading. Group comparisons on computed factor scores showed that struggling readers displayed limitations in Working Memory/Cognitive Flexibility, but not in other executive function components, compared to more skilled readers. These results validate the account that working memory capacity provides a crucial building block for the development of early literacy skills and extends it to a population of early readers of Portuguese from Brazil. The study suggests that deficits in working memory/cognitive flexibility might represent one contributing factor to reading difficulties in early readers. This might have important implications for how educators might intervene with children at risk of academic under achievement. PMID:24959155
Perceptual Versus Semantic Information Processing in Semantic Category Decisions.

ERIC Educational Resources Information Center

Kamil, Michael L.; Hanson, Raymond H.

This study examined the ability of junior high school students to use advance information when making semantic category decisions. The subjects, eight good readers and eight poor readers, identified paired words as "same" or "different" in category, with some words more highly associated with the category than others--in the "fruit" category, for…
Readers with Autism Can Produce Inferences, but They Cannot Answer Inferential Questions

ERIC Educational Resources Information Center

Tirado, Maria J.; Saldaña, David

2016-01-01

Readers with autism (ASD), poor comprehension (PC), and typical development (TD) took part in three reading experiments requiring the production of inferences. In Experiments 1 and 2 reading times for target phrases--placed immediately after text implicitly indicating the emotion of a protagonist or after a number of filler sentences,…
A Rhythmic Musical Intervention for Poor Readers: A Comparison of Efficacy with a Letter-Based Intervention

ERIC Educational Resources Information Center

Bhide, Adeetee; Power, Alan; Goswami, Usha

2013-01-01

There is growing evidence that children with reading difficulties show impaired auditory rhythm perception and impairments in musical beat perception tasks. Rhythmic musical interventions with poorer readers may thus improve rhythmic entrainment and consequently improve reading and phonological skills. Here we compare the effects of a musical…
Prereader to beginning reader: changes induced by reading acquisition in print and speech brain networks.

PubMed

Chyl, Katarzyna; Kossowski, Bartosz; Dębska, Agnieszka; Łuniewska, Magdalena; Banaszkiewicz, Anna; Żelechowska, Agata; Frost, Stephen J; Mencl, William Einar; Wypych, Marek; Marchewka, Artur; Pugh, Kenneth R; Jednoróg, Katarzyna

2018-01-01

Literacy acquisition is a demanding process that induces significant changes in the brain, especially in the spoken and written language networks. Nevertheless, large-scale paediatric fMRI studies are still limited. We analyzed fMRI data to show how individual differences in reading performance correlate with brain activation for speech and print in 111 children attending kindergarten or first grade and examined group differences between a matched subset of emergent-readers and prereaders. Across the entire cohort, individual differences analysis revealed that reading skill was positively correlated with the magnitude of activation difference between words and symbol strings in left superior temporal, inferior frontal and fusiform gyri. Group comparisons of the matched subset of pre- and emergent-readers showed higher activity for emergent-readers in left inferior frontal, precentral, and postcentral gyri. Individual differences in activation for natural versus vocoded speech were also positively correlated with reading skill, primarily in the left temporal cortex. However, in contrast to studies on adult illiterates, group comparisons revealed higher activity in prereaders compared to readers in the frontal lobes. Print-speech coactivation was observed only in readers and individual differences analyses revealed a positive correlation between convergence and reading skill in the left superior temporal sulcus. These results emphasise that a child's brain undergoes several modifications to both visual and oral language systems in the process of learning to read. They also suggest that print-speech convergence is a hallmark of acquiring literacy. © 2017 Association for Child and Adolescent Mental Health.
A great leap forward in microbial ecology.

PubMed

Okabe, Satoshi; Oshiki, Mamoru; Kamagata, Yoichi; Yamaguchi, Nobuyasu; Toyofuku, Masanori; Yawata, Yutaka; Tashiro, Yosuke; Nomura, Nobuhiko; Ohta, Hiroyuki; Ohkuma, Moriya; Hiraishi, Akira; Minamisawa, Kiwamu

2010-01-01

Ribosomal RNA (rRNA) sequence-based molecular techniques emerged in the late 1980s, which completely changed our general view of microbial life. Coincidentally, the Japanese Society of Microbial Ecology (JSME) was founded, and its official journal "Microbes and Environments (M&E)" was launched, in 1985. Thus, the past 25 years have been an exciting and fruitful period for M&E readers and microbiologists as demonstrated by the numerous excellent papers published in M&E. In this minireview, recent progress made in microbial ecology and related fields is summarized, with a special emphasis on 8 landmark areas; the cultivation of uncultured microbes, in situ methods for the assessment of microorganisms and their activities, biofilms, plant microbiology, chemolithotrophic bacteria in early volcanic environments, symbionts of animals and their ecology, wastewater treatment microbiology, and the biodegradation of hazardous organic compounds.
Augmented Reality Reading Support in Higher Education: Exploring Effects on Perceived Motivation and Confidence in Comprehension for Struggling Readers in Higher Education

ERIC Educational Resources Information Center

Huisinga, Laura Anne

2017-01-01

Technology has shown promise to aid struggling readers in higher education, particularly through new and emerging technologies. Augmented reality (AR) has been used successfully in the classroom to motivate and engage struggling learners, yet little research exists on how augmented print might help struggling readers. This study explores this gap,…
Enjoy exploring our redesigned magazine and website.

PubMed

2016-07-06

Welcome to your new-look Emergency Nurse - we hope you like what you see. The publication has been redesigned to create a fresher, more modern and reader-friendly feel, based on what our reader research told us you wanted.
Utility of hand-held devices in diagnosis and triage of cardiovascular emergencies. Observations during implementation of a PACS-based system in an acute aortic syndrome (AAS) network.

PubMed

Matar, Ralph; Renapurkar, Rahul; Obuchowski, Nancy; Menon, Venu; Piraino, David; Schoenhagen, Paul

2015-01-01

Prompt diagnosis and early referral to specialized centers is critical for patients presenting with cardiovascular emergencies, including acute aortic syndromes (AAS). Prior data has suggested that mobile access to imaging studies with hand-held devices can accelerate diagnosis and management. We conducted a study to determine the diagnostic accuracy of a hand-held device compared to conventional dedicated work-stations for diagnosing a spectrum of cardiovascular emergencies, predominantly acute aortic pathology. This study included 104 cases who underwent computed tomography (CT)-scan during "on-call'' hours between January, 2013 and August, 2014 for suspected AAS. Assessment was performed on a hand-held device independently by two readers using an iPhone5 connected via secure connection to web-based PACS servers. The subsequent interpretation from a dedicated workstation coupled with the diagnosis at the time of discharge was used as the reference standard for determining the presence or absence of an acute abnormality. Sensitivity and Specificity were calculated on a per patient basis. Readers' sensitivity and specificity using the hand-held device to diagnose acute chest pathology were calculated. Hand-held device evaluation was determined to have a sensitivity of 85.2% and a specificity of 98.6% by reader A and a sensitivity of 96.3% and specificity of 100% by reader B. Of 103 cases interpreted by both readers, the readers agreed about the diagnosis in 98 cases (95.1%). This study demonstrates that hand-held devices can be a potential useful tool to assist in diagnosis and triage of patients presenting with cardiovascular emergencies. Further studies are needed to assess the impact of screen size and resolution. Copyright © 2015 Society of Cardiovascular Computed Tomography. Published by Elsevier Inc. All rights reserved.

Electrophoretic display technologies for e-book readers: system integration aspects

NASA Astrophysics Data System (ADS)

Gentric, Philippe

2011-03-01

Emerging screen technologies, such as Electrophoretic Displays (EPD) used in E-book Readers, are changing product power requirements due to their advantageous properties such as bi-stability (effective "zero power" static display) and reflective mode of operation (no backlight). We will first review the emerging screen technologies under the angle of system and IC design impact. We will explain power management consequences for IC design, with a focus on Application Engine SOCs for the wireless/portable markets.
Mathematics skills in good readers with hydrocephalus.

PubMed

Barnes, Marcia A; Pengelly, Sarah; Dennis, Maureen; Wilkinson, Margaret; Rogers, Tracey; Faulkner, Heather

2002-01-01

Children with hydrocephalus have poor math skills. We investigated the nature of their arithmetic computation errors by comparing written subtraction errors in good readers with hydrocephalus, typically developing good readers of the same age, and younger children matched for math level to the children with hydrocephalus. Children with hydrocephalus made more procedural errors (although not more fact retrieval or visual-spatial errors) than age-matched controls; they made the same number of procedural errors as younger, math-level matched children. We also investigated a broad range of math abilities, and found that children with hydrocephalus performed more poorly than age-matched controls on tests of geometry and applied math skills such as estimation and problem solving. Computation deficits in children with hydrocephalus reflect delayed development of procedural knowledge. Problems in specific math domains such as geometry and applied math, were associated with deficits in constituent cognitive skills such as visual spatial competence, memory, and general knowledge.
Inter-reader agreement in HRCT detection of pleural plaques and asbestosis in participants with previous occupational exposure to asbestos.

PubMed

Laurent, François; Paris, Christophe; Ferretti, Gilbert R; Beigelman, Catherine; Montaudon, Michel; Latrabe, Valerie; Jankowski, A; Badachi, Yasmina; Clin, Bénédicte; Gislard, Antoine; Letourneux, Marc; Luc, Amandine; Schorlé, Evelyne; Brochard, Patrick; Ameille, Jacques; Pairon, Jean-Claude

2014-12-01

To investigate inter-reader agreement for the detection of pleural and parenchymal abnormalities using CT in a large cross-sectional study comprising information on individual cumulative exposure to asbestos. The project was approved by the hospital ethics committee, and all patients received information on the study and gave their written informed consent. In 5511 CT scans performed in a cohort of retired workers previously exposed to asbestos and volunteering to participate in a multiregional survey programme (Asbestos Related Diseases Cohort, ARDCO), double randomised standardised readings, triple in case of disagreement, were performed by seven trained expert radiologists specialised in thoracic imaging and blind to the initial interpretation. Inter-reader agreement was evaluated by calculating the κ-weighted coefficient between pairs of expert readers and results of routine practice and final diagnosis after expert reading. κ-Weighted coefficients between trained experts ranged from 0.28 to 0.52 (fair to good), 0.59 to 0.86 (good to excellent) and 0.11 to 0.66 (poor to good) for the diagnosis of asbestosis, pleural plaques and fibrosis of the visceral pleura, respectively. κ-Weighted coefficients between results of routine practice and final diagnosis after expert reading were 0.13 (poor), 0.53 (moderate) and 0.11 (poor) for the diagnosis of asbestosis, pleural plaques and fibrosis of the visceral pleura, respectively. Interpretation of benign asbestos-related thoracic abnormalities requires standardisation of the reading and trained readers, particularly for participants asking for compensation, and with a view to the longitudinal survey of asbestos-exposed workers. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.
Respiratory Motion-Resolved Compressed Sensing Reconstruction of Free-Breathing Radial Acquisition for Dynamic Liver MRI

PubMed Central

Chandarana, Hersh; Feng, Li; Ream, Justin; Wang, Annie; Babb, James S; Block, Kai Tobias; Sodickson, Daniel K; Otazo, Ricardo

2015-01-01

Purpose Demonstrate feasibility of free-breathing radial acquisition with respiratory motion-resolved compressed sensing (CS) reconstruction (XD-GRASP) for multiphase dynamic Gd-EOB-DTPA enhanced liver imaging, and compare image quality to CS reconstruction with respiratory motion-averaging (GRASP) and prior conventional breath-held Cartesian-sampled datasets (BH-VIBE) in same patients. Subjects and Methods In this HIPAA-compliant prospective study, 16 subjects underwent free-breathing continuous radial acquisition during Gd-EOB-DTPA injection, and had prior BH-VIBE exam available. Acquired data were reconstructed using motion-averaging GRASP approach, in which consecutive 84-spokes were grouped in each contrast-enhanced phase for a temporal resolution of ~14 seconds. Additionally, respiratory motion-resolved reconstruction was performed from the same k-space data, by sorting each contrast-enhanced phase into multiple respiratory motion states using compressed sensing algorithm named XD-GRASP, which exploits sparsity along both the contrast-enhancement and respiratory-state dimensions. Contrast-enhanced dynamic multi-phase XD-GRASP, GRASP, and BH-VIBE images were anonymized, pooled together in a random order and presented to two board-certified radiologists for independent evaluation of image quality, with higher score indicating more optimal exam. Results XD-GRASP reconstructions had significantly (all p<0.05) higher overall image quality scores compared to GRASP for early arterial (Reader 1: 4.3 ± 0.6 vs. 3.31 ± 0.6 ; Reader 2: 3.81 ± 0.8 vs. 3.38 ± 0.9) and late arterial (Reader 1: 4.5 ± 0.6 vs. 3.63 ± 0.6; Reader 2: 3.56 ± 0.5 vs. 2.88 ± 0.7) phases of enhancement for both readers. XD-GRASP also had higher overall image quality score in portal venous phase which was significant for Reader 1 (4.44 ± 0.5 vs. 3.75 ± 0.8; p=0.002). In addition, XD-GRASP had higher overall image quality score compared to BH-VIBE for early (Reader 1: 4.3±0.6 vs. 3.88±0.6; Reader 2: 3.81±0.8 vs. 3.50±1.0) and late (Reader 1: 4.5±0.6 vs. 3.44±0.6; Reader 2: 3.56±0.5 vs. 2.94±0.9) arterial phases. Conclusion Free-breathing motion-resolved XD-GRASP reconstructions provide diagnostic high-quality multiphase images in patients undergoing Gd-EOB-DTPA-enhanced liver exam. PMID:26146869
Leaves of field-grown mastic trees suffer oxidative stress at the two extremes of their lifespan.

PubMed

Juvany, Marta; Müller, Maren; Munné-Bosch, Sergi

2012-08-01

Leaf senescence is a complex phenomenon occurring in all plant species, but it is still poorly understood in plants grown in Mediterranean field conditions and well-adapted to harsh climatic conditions. To better understand the physiological processes underlying leaf senescence in mastic trees (Pistacia lentiscus L.), we evaluated leaf growth, water and N content, photosystem II (PSII) photochemistry, lipid peroxidation and levels of photosynthetic pigments, antioxidants, abscisic acid, and salicylic acid and jasmonic acid during the complete leaf lifespan, from early expansion to late senescence in relation to natural climatic conditions in the field. While mature leaves suffered from water and N deficit during late spring and summer, both young (emerging) and old (senescing) leaves were most sensitive to photo-oxidative stress, as indicated by reductions in the F(v)/F(m) ratio and enhanced lipid peroxidation during late autumn and winter. Reductions in the F(v)/F(m) ratio were associated with low α-tocopherol (vitamin E) levels, while very old, senescing leaves additionally showed severe anthocyanin losses. We have concluded that both young (emerging) and old (senescing) leaves suffer oxidative stress in mastic trees, which may be linked in part to suboptimal temperatures during late autumn and winter as well as to low vitamin E levels. © 2012 Institute of Botany, Chinese Academy of Sciences.
Phonological Activation of Word Meanings in Grade 5 Readers

ERIC Educational Resources Information Center

Jared, Debra; Ashby, Jane; Agauas, Stephen J.; Levy, Betty Ann

2016-01-01

Three experiments examined the role of phonology in the activation of word meanings in Grade 5 students. In Experiment 1, homophone and spelling control errors were embedded in a story context and participants performed a proofreading task as they read for meaning. For both good and poor readers, more homophone errors went undetected than spelling…
Relationships among Rapid Digit Naming, Phonological Processing, Motor Automaticity, and Speech Perception in Poor, Average, and Good Readers and Spellers

ERIC Educational Resources Information Center

Savage, Robert S.; Frederickson, Norah; Goodwin, Roz; Patni, Ulla; Smith, Nicola; Tuersley, Louise

2005-01-01

In this article, we explore the relationship between rapid automatized naming (RAN) and other cognitive processes among below-average, average, and above-average readers and spellers. Nonsense word reading, phonological awareness, RAN, automaticity of balance, speech perception, and verbal short-term and working memory were measured. Factor…
Pilot Study for Standardizing Rapid Automatized Naming and Rapid Alternating Stimulus Tests in Arabic

ERIC Educational Resources Information Center

Abu-Hamour, Bashir

2013-01-01

This study examined the acceptability, reliability, and validity of the Arabic translated version of the Rapid Automatized Naming and Rapid Alternating Stimulus Tests (RAN/RAS; Wolf & Denckla, 2005) for Jordanian students. RAN/RAS tests are a vital assessment tool to distinguish good readers from poor readers. These tests have been…
Reading Comprehension of Sixth Grade, Good and Poor Readers: A Developmental and Methodological Investigation.

ERIC Educational Resources Information Center

Sawyer, Myrtie L.; And Others

To understand better how readers learn and recall text information, a study examined one prose learning approach--the selective attention strategy (SAS)--in which text elements are processed, given various degrees of attention, and learned according to their perceived importance. Fifty sixth grade students from an inner city school in a large…
Lessons from the Literacy Club: Hamlet Meets the Lion King After-School

ERIC Educational Resources Information Center

Darvin, Jacqueline

2009-01-01

The purpose of this article is to provide a model of an academic intervention and support program in literacy that focuses on the needs of individual students and revalues them as readers, goals that are of extreme importance when working with adolescents who have repeatedly experienced academic failure and view themselves as poor readers. This…
Individual Differences in Relative Metacomprehension Accuracy: Variation within and across Task Manipulations

ERIC Educational Resources Information Center

Chiang, Evelyn S.; Therriault, David J.; Franks, Bridget A.

2010-01-01

In recent decades, increasing numbers of studies have focused on metacomprehension accuracy, or readers' ability to distinguish between texts comprehended more vs. less well. Following early findings that suggested readers are fairly poor at doing so, a number of studies have identified specific tasks to supplement a single reading of text that…
Executive Dysfunction Among Children With Reading Comprehension Deficits

PubMed Central

Locascio, Gianna; Mahone, E. Mark; Eason, Sarah H.; Cutting, Laurie E.

2010-01-01

Emerging research supports the contribution of executive function (EF) to reading comprehension; however, a unique pattern has not been established for children who demonstrate comprehension difficulties despite average word recognition ability (specific reading comprehension deficit; S-RCD). To identify particular EF components on which children with S-RCD struggle, a range of EF skills was compared among 86 children, ages 10 to 14, grouped by word reading and comprehension abilities: 24 average readers, 44 with word recognition deficits (WRD), and 18 S-RCD. An exploratory principal components analysis of EF tests identified three latent factors, used in subsequent group comparisons: Planning/Spatial Working Memory, Verbal Working Memory, and Response Inhibition. The WRD group exhibited deficits (relative to controls) on Verbal Working Memory and Inhibition factors; S-RCD children performed more poorly than controls on the Planning factor. Further analyses suggested the WRD group’s poor performance on EF factors was a by-product of core deficits linked to WRD (after controlling for phonological processing, this group no longer showed EF deficits). In contrast, the S-RCD group’s poor performance on the planning component remained significant after controlling for phonological processing. Findings suggest reading comprehension difficulties are linked to executive dysfunction; in particular, poor strategic planning/organizing may lead to reading comprehension problems. PMID:20375294
Executive dysfunction among children with reading comprehension deficits.

PubMed

Locascio, Gianna; Mahone, E Mark; Eason, Sarah H; Cutting, Laurie E

2010-01-01

Emerging research supports the contribution of executive function (EF) to reading comprehension; however, a unique pattern has not been established for children who demonstrate comprehension difficulties despite average word recognition ability (specific reading comprehension deficit; S-RCD). To identify particular EF components on which children with S-RCD struggle, a range of EF skills was compared among 86 children, ages 10 to 14, grouped by word reading and comprehension abilities: 24 average readers, 44 with word recognition deficits (WRD), and 18 S-RCD. An exploratory principal components analysis of EF tests identified three latent factors, used in subsequent group comparisons: Planning/ Spatial Working Memory, Verbal Working Memory, and Response Inhibition. The WRD group exhibited deficits (relative to controls) on Verbal Working Memory and Inhibition factors; S-RCD children performed more poorly than controls on the Planning factor. Further analyses suggested the WRD group's poor performance on EF factors was a by-product of core deficits linked to WRD (after controlling for phonological processing, this group no longer showed EF deficits). In contrast, the S-RCD group's poor performance on the planning component remained significant after controlling for phonological processing. Findings suggest reading comprehension difficulties are linked to executive dysfunction; in particular, poor strategic planning/organizing may lead to reading comprehension problems.
Identification of the epigenetic reader CBX2 as a potential drug target in advanced prostate cancer.

PubMed

Clermont, Pier-Luc; Crea, Francesco; Chiang, Yan Ting; Lin, Dong; Zhang, Amy; Wang, James Z L; Parolia, Abhijit; Wu, Rebecca; Xue, Hui; Wang, Yuwei; Ding, Jiarui; Thu, Kelsie L; Lam, Wan L; Shah, Sohrab P; Collins, Colin C; Wang, Yuzhuo; Helgason, Cheryl D

2016-01-01

While localized prostate cancer (PCa) can be effectively cured, metastatic disease inevitably progresses to a lethal state called castration-resistant prostate cancer (CRPC). Emerging evidence suggests that aberrant epigenetic repression by the polycomb group (PcG) complexes fuels PCa progression, providing novel therapeutic opportunities. In the search for potential epigenetic drivers of CRPC, we analyzed the molecular profile of PcG members in patient-derived xenografts and clinical samples. Overall, our results identify the PcG protein and methyl-lysine reader CBX2 as a potential therapeutic target in advanced PCa. We report that CBX2 was recurrently up-regulated in metastatic CRPC and that elevated CBX2 expression was correlated with poor clinical outcome in PCa cohorts. Furthermore, CBX2 depletion abrogated cell viability and induced caspase 3-mediated apoptosis in metastatic PCa cell lines. Mechanistically explaining this phenotype, microarray analysis in CBX2-depleted cells revealed that CBX2 controls the expression of many key regulators of cell proliferation and metastasis. Taken together, this study provides the first evidence that CBX2 inhibition induces cancer cell death, positioning CBX2 as an attractive drug target in lethal CRPC.
Protein and DNA Modifications: Evolutionary Imprints of Bacterial Biochemical Diversification and Geochemistry on the Provenance of Eukaryotic Epigenetics

PubMed Central

Aravind, L.; Burroughs, A. Maxwell; Zhang, Dapeng; Iyer, Lakshminarayan M.

2014-01-01

Epigenetic information, which plays a major role in eukaryotic biology, is transmitted by covalent modifications of nuclear proteins (e.g., histones) and DNA, along with poorly understood processes involving cytoplasmic/secreted proteins and RNAs. The origin of eukaryotes was accompanied by emergence of a highly developed biochemical apparatus for encoding, resetting, and reading covalent epigenetic marks in proteins such as histones and tubulins. The provenance of this apparatus remained unclear until recently. Developments in comparative genomics show that key components of eukaryotic epigenetics emerged as part of the extensive biochemical innovation of secondary metabolism and intergenomic/interorganismal conflict systems in prokaryotes, particularly bacteria. These supplied not only enzymatic components for encoding and removing epigenetic modifications, but also readers of some of these marks. Diversification of these prokaryotic systems and subsequently eukaryotic epigenetics appear to have been considerably influenced by the great oxygenation event in the Earth’s history. PMID:24984775
Protein and DNA modifications: evolutionary imprints of bacterial biochemical diversification and geochemistry on the provenance of eukaryotic epigenetics.

PubMed

Aravind, L; Burroughs, A Maxwell; Zhang, Dapeng; Iyer, Lakshminarayan M

2014-07-01

Epigenetic information, which plays a major role in eukaryotic biology, is transmitted by covalent modifications of nuclear proteins (e.g., histones) and DNA, along with poorly understood processes involving cytoplasmic/secreted proteins and RNAs. The origin of eukaryotes was accompanied by emergence of a highly developed biochemical apparatus for encoding, resetting, and reading covalent epigenetic marks in proteins such as histones and tubulins. The provenance of this apparatus remained unclear until recently. Developments in comparative genomics show that key components of eukaryotic epigenetics emerged as part of the extensive biochemical innovation of secondary metabolism and intergenomic/interorganismal conflict systems in prokaryotes, particularly bacteria. These supplied not only enzymatic components for encoding and removing epigenetic modifications, but also readers of some of these marks. Diversification of these prokaryotic systems and subsequently eukaryotic epigenetics appear to have been considerably influenced by the great oxygenation event in the Earth's history. Copyright © 2014 Cold Spring Harbor Laboratory Press; all rights reserved.
Reading, Mathematics, and Behavioral Difficulties Interrelate: Evidence from a Cross-lagged Panel Design and Population-based Sample

PubMed Central

Lin, Yu-Chu; Morgan, Paul L.; Farkas, George; Hillemeier, Marianne; Cook, Michael

2015-01-01

We examined three questions. First, do reading difficulties increase children’s risk of behavior difficulties? Second, do behavioral difficulties increase children’s risk of reading difficulties? Third, do mathematics difficulties increase children’s risk of reading or behavioral difficulties? We investigated these questions using a sample of 9,324 children followed from third to fifth grade as they participated in a nationally representative dataset, conducting multilevel logistic regression modeling and including statistical control for many potential confounds. Results indicated that poor readers in third grade were significantly more likely to display poor task management, poor self-control, poor interpersonal skills, internalizing behavior problems, and externalizing behavior problems in fifth grade (odds ratio [OR] range = 1.30 – 1.57). Statistically controlling for a prior history of reading difficulties, children with poor mathematics skills in third grade were also significantly more likely to display poor task management, poor interpersonal skills, internalizing behavior problems, and reading difficulties in fifth grade (OR range = 1.38 – 5.14). In contrast, only those children exhibiting poor task management, but not other types of problem behaviors, in third grade were more likely to be poor readers in fifth grade (OR = 1.49). PMID:26097274
Effects of Orthographic, Morphological and Semantic Overlap on Short-Term Memory for Words in Typical and Atypical Development

ERIC Educational Resources Information Center

Breadmore, Helen L.; Carroll, Julia M.

2016-01-01

Little is known about implicit morphological processing in typical and atypical readers. These studies investigate this using a probe detection task with lures sharing morphological, orthographic, or semantic overlap with the probe. Intermediate and advanced readers (reading ages = 9;1-12;9) perform more poorly when there is more linguistic…
Making Their Voices Count: Using Students' Perspectives to Inform Literacy Instruction for Striving Middle Grade Readers with Academic Difficulties

ERIC Educational Resources Information Center

Groff, Carolyn

2014-01-01

The consequences of lack of reading and poor reading skills are problematic for all students, regardless of background; however, for middle grade striving readers with academic difficulties these problems can lead to lower self-efficacy and motivation to engage in literacy tasks. Using the perspectives of urban, middle grade special education…
Visual naming deficits in dyslexia: An ERP investigation of different processing domains.

PubMed

Araújo, Susana; Faísca, Luís; Reis, Alexandra; Marques, J Frederico; Petersson, Karl Magnus

2016-10-01

Naming speed deficits are well documented in developmental dyslexia, expressed by slower naming times and more errors in response to familiar items. Here we used event-related potentials (ERPs) to examine at what processing level the deficits in dyslexia emerge during a discrete-naming task. Dyslexic and skilled adult control readers performed a primed object-naming task, in which the relationship between the prime and the target was manipulated along perceptual, semantic and phonological dimensions. A 3×2 design that crossed Relationship Type (Visual, Phonemic Onset, and Semantic) with Relatedness (Related and Unrelated) was used. An attenuated N/P190 - indexing early visual processing - and N300 - which index late visual processing - was observed to pictures preceded by perceptually related (vs. unrelated) primes in the control but not in the dyslexic group. These findings suggest suboptimal processing in early stages of object processing in dyslexia, when integration and mapping of perceptual information to a more form-specific percept in memory take place. On the other hand, both groups showed an N400 effect associated with semantically related pictures (vs. unrelated), taken to reflect intact integration of semantic similarities in both dyslexic and control readers. We also found an electrophysiological effect of phonological priming in the N400 range - that is, an attenuated N400 to objects preceded by phonemic related primes vs. unrelated - while it showed a more widespread distributed and more pronounced over the right hemisphere in the dyslexics. Topographic differences between groups might have originated from a word form encoding process with different characteristics in dyslexics compared to control readers. Copyright © 2016 Elsevier Ltd. All rights reserved.

A Portrait of Parents of Successful Readers.

ERIC Educational Resources Information Center

Spiegel, Dixie Lee

Reviews of research, studies of early readers, and investigations of emergent literacy uniformly conclude that parents' beliefs, aspirations, and actions affect their children's growth into and embracing of literacy. However, conflicting results call into question the utility of simply correlating race or various socioeconomic factors, such as…
Prevalence of Panulirus argus Virus 1 (PaV1) and habitation patterns of healthy and diseased Caribbean spiny lobsters in shelter-limited habitats.

PubMed

Lozano-Alvarez, Enrique; Briones-Fourzán, Patricia; Ramírez-Estévez, Aurora; Placencia-Sánchez, David; Huchin-Mian, Juan Pablo; Rodríguez-Canul, Rossana

2008-07-07

Caribbean spiny lobsters Panulirus argus are socially gregarious, preferring shelters harboring conspecifics over empty shelters. In laboratory trials, however, healthy lobsters strongly avoided shelters harboring lobsters infected with the highly pathogenic Panulirus argus Virus 1 (PaV1). Because PaV1 is transmitted by contact, this behavior may thwart its spread in wild lobsters. In a field experiment conducted from 1998 to 2002 in a shelter-poor reef lagoon (Puerto Morelos, Mexico), densities of juvenile P. argus increased significantly on sites enhanced with artificial shelters (casitas) but not on control sites. Because PaV1 emerged in this location during 2000, we reexamined these data to assess whether casitas could potentially increase transmission of PaV1. In 2001, PaV1 prevalence was 2.5% and the cohabitation level (percentage of healthy lobsters cohabiting with diseased lobsters) was similar between natural shelters (3.5%) and casitas (2.4 %). The relative lobster densities in casita sites and control sites did not change significantly before (1998-1999) or after (2001-2002) the disease emergence. In late 2006, data from casita sites showed a significant increase in prevalence (10.9%) and cohabitation level (29.4%), but no significant changes in lobster density. In May 2006, casitas were deployed on shelter-poor sites within Chinchorro Bank, 260 km south of Puerto Morelos. In late 2006, prevalence and cohabitation level were 7.4 and 21.7%, respectively. Our results are inconclusive as to whether or not casitas increase PaV1 transmission, but suggest that across shelter-poor habitats, lobsters make a trade-off between avoiding diseased conspecifics and avoiding predation risk.
The Earliest Colubroid-Dominated Snake Fauna from Africa: Perspectives from the Late Oligocene Nsungwe Formation of Southwestern Tanzania

PubMed Central

McCartney, Jacob A.; Stevens, Nancy J.; O’Connor, Patrick M.

2014-01-01

The extant snake fauna has its roots in faunal upheaval occurring across the Paleogene - Neogene transition. On northern continents, this turnover is well established by the late early Miocene. However, this transition is poorly documented on southern landmasses, particularly on continental Africa, where no late Paleogene terrestrial snake assemblages are documented south of the equator. Here we describe a newly discovered snake fauna from the Late Oligocene Nsungwe Formation in the Rukwa Rift Basin of Tanzania. The fauna is small but diverse with eight identifiable morphotypes, comprised of three booids and five colubroids. This fauna includes Rukwanyoka holmani gen. et sp. nov., the oldest boid known from mainland Africa. It also provides the oldest fossil evidence for the African colubroid clade Elapidae. Colubroids dominate the fauna, comprising more than 75% of the recovered material. This is likely tied to local aridification and/or seasonality and mirrors the pattern of overturn in later snake faunas inhabiting the emerging grassland environments of Europe and North America. The early emergence of colubroid dominance in the Rukwa Rift Basin relative to northern continents suggests that the pattern of overturn that resulted in extant faunas happened in a more complex fashion on continental Africa than was previously realized, with African colubroids becoming at least locally important in the late Paleogene, either ahead of or as a consequence of the invasion of colubrids. The early occurrence of elapid snakes in the latest Oligocene of Africa suggests the clade rapidly spread from Asia to Africa, or arose in Africa, before invading Europe. PMID:24646522
Tracking the emergence of the consonant bias in visual-word recognition: evidence with developing readers.

PubMed

Soares, Ana Paula; Perea, Manuel; Comesaña, Montserrat

2014-01-01

Recent research with skilled adult readers has consistently revealed an advantage of consonants over vowels in visual-word recognition (i.e., the so-called "consonant bias"). Nevertheless, little is known about how early in development the consonant bias emerges. This work aims to address this issue by studying the relative contribution of consonants and vowels at the early stages of visual-word recognition in developing readers (2(nd) and 4(th) Grade children) and skilled adult readers (college students) using a masked priming lexical decision task. Target words starting either with a consonant or a vowel were preceded by a briefly presented masked prime (50 ms) that could be the same as the target (e.g., pirata-PIRATA [pirate-PIRATE]), a consonant-preserving prime (e.g., pureto-PIRATA), a vowel-preserving prime (e.g., gicala-PIRATA), or an unrelated prime (e.g., bocelo -PIRATA). Results revealed significant priming effects for the identity and consonant-preserving conditions in adult readers and 4(th) Grade children, whereas 2(nd) graders only showed priming for the identity condition. In adult readers, the advantage of consonants was observed both for words starting with a consonant or a vowel, while in 4(th) graders this advantage was restricted to words with an initial consonant. Thus, the present findings suggest that a Consonant/Vowel skeleton should be included in future (developmental) models of visual-word recognition and reading.
Emergency management in patients with late hemorrhage after pancreatoduodenectomy for a periampullary tumor.

PubMed

Jilesen, Anneke P J; Tol, Johanna A M G; Busch, Olivier R C; van Delden, Otto M; van Gulik, Thomas M; Nieveen van Dijkum, Els J M; Gouma, Dirk J

2014-09-01

The mortality rate due to late hemorrhage after surgery for periampullary tumors is high, especially in patients with anastomotic leakage. Patients usually require emergency intervention for late hemorrhage. In this study patients with late hemorrhage and their outcomes were analyzed. Furthermore, independent predictors for late hemorrhage, the need for emergency intervention, and type of intervention are reported. From a prospective database that includes 1,035 patients who underwent pancreatoduodenectomy for periampullary tumors between 1992 and 2012, patients with late hemorrhage (>24 h after index operation) were identified. Patient, disease-specific, and operation characteristics, type of intervention, and outcomes were analyzed. Emergency intervention was defined as surgical or radiological intervention in hemodynamically unstable patients. Of the 47 patients (4.5 %) with late hemorrhage, pancreatic fistula was an independent predictor for developing late hemorrhage (OR 10.2). The mortality rate in patients with late hemorrhage was 13 % compared with 1.5 % in all patients without late hemorrhage. Twenty patients required emergency intervention; 80 % underwent primary radiological intervention and 20 % primary surgical intervention. Extraluminal location of the bleeding (OR 5.6) and occurrence of a sentinel bleed (OR 6.6) are indications for emergency intervention. The type of emergency intervention needed for late hemorrhage is unpredictable. Radiological intervention is preferred, but if it fails, immediate change to surgical treatment is mandatory. This can be difficult to manage but possible when both radiological and surgical interventions are in close proximity such as in a hybrid operating room and should be considered in the emergency management of patients with late hemorrhage.
Audiovisual speech integration in the superior temporal region is dysfunctional in dyslexia.

PubMed

Ye, Zheng; Rüsseler, Jascha; Gerth, Ivonne; Münte, Thomas F

2017-07-25

Dyslexia is an impairment of reading and spelling that affects both children and adults even after many years of schooling. Dyslexic readers have deficits in the integration of auditory and visual inputs but the neural mechanisms of the deficits are still unclear. This fMRI study examined the neural processing of auditorily presented German numbers 0-9 and videos of lip movements of a German native speaker voicing numbers 0-9 in unimodal (auditory or visual) and bimodal (always congruent) conditions in dyslexic readers and their matched fluent readers. We confirmed results of previous studies that the superior temporal gyrus/sulcus plays a critical role in audiovisual speech integration: fluent readers showed greater superior temporal activations for combined audiovisual stimuli than auditory-/visual-only stimuli. Importantly, such an enhancement effect was absent in dyslexic readers. Moreover, the auditory network (bilateral superior temporal regions plus medial PFC) was dynamically modulated during audiovisual integration in fluent, but not in dyslexic readers. These results suggest that superior temporal dysfunction may underly poor audiovisual speech integration in readers with dyslexia. Copyright © 2017 IBRO. Published by Elsevier Ltd. All rights reserved.
Do Poor Readers Feel Angry, Sad, and Unpopular?

ERIC Educational Resources Information Center

Morgan, Paul L.; Farkas, George; Wu, Qiong

2012-01-01

We investigated whether being poorly skilled in reading contributes to children's reported feelings of anger, distractibility, anxiety, sadness, loneliness, and social isolation. Data were analyzed from a longitudinal subsample of children (N = 3,308) participating in the Early Childhood Longitudinal Study-Kindergarten Cohort. Multilevel logistic…
Delivering phonological and phonics training within whole-class teaching.

PubMed

Shapiro, Laura R; Solity, Jonathan

2008-12-01

Early, intensive phonological awareness and phonics training is widely held to be beneficial for children with poor phonological awareness. However, most studies have delivered this training separately from children's normal whole-class reading lessons. We examined whether integrating this training into whole class, mixed-ability reading lessons could impact on children with poor phonological awareness, whilst also benefiting normally developing readers. Teachers delivered the training within a broad reading programme to whole classes of children from Reception to the end of Year 1 (N=251). A comparison group of children received standard teaching methods (N=213). Children's literacy was assessed at the beginning of Reception, and then at the end of each year until 1 year post-intervention. The strategy significantly impacted on reading performance for normally developing readers and those with poor phonological awareness, vastly reducing the incidence of reading difficulties from 20% in comparison schools to 5% in intervention schools. Phonological and phonics training is highly effective for children with poor phonological awareness, even when incorporated into whole-class teaching.
The Emergent Reader's Working Kit of Stereotypes

ERIC Educational Resources Information Center

Mackey, Margaret

2013-01-01

This article draws on a careful study of series fiction read in the 1950s to explore how stereotypes feature in the development of a young reader's competence in learning to process stories in print. Five categories of stereotype are teased out: "embodied stereotypes," understood through physical experience; "working stereotypes," discerned…
Multicultural Education: Issues and Perspectives. 5th Edition, Update

ERIC Educational Resources Information Center

Banks, James A.; Banks, Cherry A. McGee

2004-01-01

With this collection of chapters by leading scholars and researchers in the field, the reader can develop the knowledge and skills needed to maximize the opportunities that diversity offers while minimizing its challenges. The reader will explore current and emerging research, concepts, debates, and teaching strategies for educating students from…
Storytelling and the Emergent Reader.

ERIC Educational Resources Information Center

Malo, Eve; Bullard, Julie

Numerous studies have linked reading aloud to preschoolers and these children's later success as readers. But some of the parents with whom teachers work, whether they work at Head Start, childcare centers, or primary grades, have limited reading skills. However, the Hispanic, Native American, African American, Irish American, and many other…
Emerging technologies for biotherapeutic bioanalysis from a high-throughput and multiplexing perspective: insights from an AAPS emerging technology action program committee.

PubMed

Purushothama, Shobha; Dysinger, Mark; Chen, Yao; Österlund, Karolina; Mora, Johanna; Chunyk, Allison Given; Peloquin, Russ

2018-02-01

This manuscript aims to provide insights and updates on emerging technologies from a throughput and multiplexing perspective and to update readers on changes in previously reported technologies. The technologies discussed range from nascent (ultrasensitive Cira, Intellicyt ® , Dynaxi and Captsure™) to the more established (Ella and SQIDlite™). For the nascent technologies, there was an emphasis on user interviews and reviews, where available, to help provide an unbiased view to our readers. For the Ella, a review of published user data as well as author and other user experiences are summarized. Due to their emergent nature, all the technologies described are applicable in the early drug development stage, may require an upfront investment of capital and may not perform as expected.
Binocular visual training to promote recovery from monocular deprivation.

PubMed

Murphy, Kathryn M; Roumeliotis, Grayson; Williams, Kate; Beston, Brett R; Jones, David G

2015-01-08

Abnormal early visual experience often leads to poor vision, a condition called amblyopia. Two recent approaches to treating amblyopia include binocular therapies and intensive visual training. These reflect the emerging view that amblyopia is a binocular deficit caused by increased neural noise and poor signal-in-noise integration. Most perceptual learning studies have used monocular training; however, a recent study has shown that binocular training is effective for improving acuity in adult human amblyopes. We used an animal model of amblyopia, based on monocular deprivation, to compare the effect of binocular training either during or after the critical period for ocular dominance plasticity (early binocular training vs. late binocular training). We used a high-contrast, orientation-in-noise stimulus to drive the visual cortex because neurophysiological findings suggest that binocular training may allow the nondeprived eye to teach the deprived eye's circuits to function. We found that both early and late binocular training promoted good visual recovery. Surprisingly, we found that monocular deprivation caused a permanent deficit in the vision of both eyes, which became evident only as a sleeper effect following many weeks of visual training. © 2015 ARVO.
Lasting Effects on Literacy Skills with a Computer-Assisted Learning Using Syllabic Units in Low-Progress Readers

ERIC Educational Resources Information Center

Ecalle, Jean; Magnan, Annie; Calmus, Caroline

2009-01-01

This study examines the effects of a computer-assisted learning (CAL) program in which syllabic units were highlighted inside words in comparison with a CAL program in which the words were not segmented, i.e. one requiring whole word recognition. In a randomised control trial design, two separate groups of French speaking poor readers (2 * 14) in…
Infant ERPs Separate Children at Risk of Dyslexia Who Become Good Readers from Those Who Become Poor Readers

ERIC Educational Resources Information Center

Zuijen, Titia L.; Plakas, Anna; Maassen, Ben A. M.; Maurits, Natasha M.; van der Leij, Aryan

2013-01-01

Dyslexia is heritable and associated with phonological processing deficits that can be reflected in the event-related potentials (ERPs). Here, we recorded ERPs from 2-month-old infants at risk of dyslexia and from a control group to investigate whether their auditory system processes /bAk/ and /dAk/ changes differently. The speech sounds were…
Relationship between Reading/Writing Skills and Cognitive Abilities among Japanese Primary-School Children: Normal Readers versus Poor Readers (Dyslexics)

ERIC Educational Resources Information Center

Uno, Akira; Wydell, Taeko N.; Haruhara, Noriko; Kaneko, Masato; Shinya, Naoko

2009-01-01

Four hundred and ninety-five Japanese primary-school children aged from 8 (Grade-2) to 12 (Grade-6) were tested for their abilities to read/write in Hiragana, Katakana, and Kanji, for their size of vocabulary and for other cognitive abilities including arithmetic, visuo-spatial and phonological processing. Percentages of the children whose…
The Soft Start of the Danish Schools: Learning to Read--Slowly.

ERIC Educational Resources Information Center

Low, Anni

Although a recent study shows that school children in Denmark are acquiring initial reading proficiencies at a slower pace than in previous years, that there were more very good readers and more very poor readers in 1972-73 than in 1966, that the average reading performance was lower in 1972-73 than in 1966, and that children in 1972-73 read more…
Effects of Phonological Contrast on Auditory Word Discrimination in Children with and without Reading Disability: A Magnetoencephalography (MEG) Study

ERIC Educational Resources Information Center

Wehner, Daniel T.; Ahlfors, Seppo P.; Mody, Maria

2007-01-01

Poor readers perform worse than their normal reading peers on a variety of speech perception tasks, which may be linked to their phonological processing abilities. The purpose of the study was to compare the brain activation patterns of normal and impaired readers on speech perception to better understand the phonological basis in reading…
Respiratory Motion-Resolved Compressed Sensing Reconstruction of Free-Breathing Radial Acquisition for Dynamic Liver Magnetic Resonance Imaging.

PubMed

Chandarana, Hersh; Feng, Li; Ream, Justin; Wang, Annie; Babb, James S; Block, Kai Tobias; Sodickson, Daniel K; Otazo, Ricardo

2015-11-01

This study aimed to demonstrate feasibility of free-breathing radial acquisition with respiratory motion-resolved compressed sensing reconstruction [extra-dimensional golden-angle radial sparse parallel imaging (XD-GRASP)] for multiphase dynamic gadolinium ethoxybenzyl diethylenetriamine pentaacetic acid (Gd-EOB-DTPA)-enhanced liver imaging, and to compare image quality to compressed sensing reconstruction with respiratory motion-averaging (GRASP) and prior conventional breath-held Cartesian-sampled data sets [BH volume interpolated breath-hold examination (VIBE)] in same patients. In this Health Insurance Portability and Accountability Act-compliant prospective study, 16 subjects underwent free-breathing continuous radial acquisition during Gd-EOB-DTPA injection and had prior BH-VIBE available. Acquired data were reconstructed using motion-averaging GRASP approach in which consecutive 84 spokes were grouped in each contrast-enhanced phase for a temporal resolution of approximately 14 seconds. Additionally, respiratory motion-resolved reconstruction was performed from the same k-space data by sorting each contrast-enhanced phase into multiple respiratory motion states using compressed sensing algorithm named XD-GRASP, which exploits sparsity along both the contrast-enhancement and respiratory-state dimensions.Contrast-enhanced dynamic multiphase XD-GRASP, GRASP, and BH-VIBE images were anonymized, pooled together in a random order, and presented to 2 board-certified radiologists for independent evaluation of image quality, with higher score indicating more optimal examination. The XD-GRASP reconstructions had significantly (all P < 0.05) higher overall image quality scores compared to GRASP for early arterial (reader 1: 4.3 ± 0.6 vs 3.31 ± 0.6; reader 2: 3.81 ± 0.8 vs 3.38 ± 0.9) and late arterial (reader 1: 4.5 ± 0.6 vs 3.63 ± 0.6; reader 2: 3.56 ± 0.5 vs 2.88 ± 0.7) phases of enhancement for both readers. The XD-GRASP also had higher overall image quality score in portal venous phase, which was significant for reader 1 (4.44 ± 0.5 vs 3.75 ± 0.8; P = 0.002). In addition, the XD-GRASP had higher overall image quality score compared to BH-VIBE for early (reader 1: 4.3 ± 0.6 vs 3.88 ± 0.6; reader 2: 3.81 ± 0.8 vs 3.50 ± 1.0) and late (reader 1: 4.5 ± 0.6 vs 3.44 ± 0.6; reader 2: 3.56 ± 0.5 vs 2.94 ± 0.9) arterial phases. Free-breathing motion-resolved XD-GRASP reconstructions provide diagnostic high-quality multiphase images in patients undergoing Gd-EOB-DTPA-enhanced liver examination.
The Role of Phonological versus Morphological Skills in the Development of Arabic Spelling: An Intervention Study.

PubMed

Taha, Haitham; Saiegh-Haddad, Elinor

2016-06-01

The current study investigated the contribution of two linguistic intervention programs, phonological and morphological to the development of word spelling among skilled and poor native Arabic readers, in three grades: second, fourth and sixth. The participants were assigned to three experimental groups: morphological intervention, phonological intervention and a non-intervention control group. Phonological awareness, morphological awareness, and spelling abilities were tested before and after the intervention. Participants from both linguistic intervention programs and in all grades made significant progress in linguistic awareness and spelling after the intervention. The results showed that both intervention programs were successful in promoting children's spelling skills in both groups. Also, older poor readers showed a stronger response to the morphological intervention than the older skilled readers. A transfer effect was found with the phonological training contributing to the morphological skills and vice versa. The results of the current study were discussed in the light of developmental and psycholinguistic views of spelling acquisition as well as the characteristics of Arabic language and orthography.

Farming the mitochondrial ancestor as a model of endosymbiotic establishment by natural selection

PubMed Central

Szilágyi, András; Szathmáry, Eörs

2018-01-01

The origin of mitochondria was a major evolutionary transition leading to eukaryotes, and is a hotly debated issue. It is unknown whether mitochondria were acquired early or late, and whether it was captured via phagocytosis or syntrophic integration. We present dynamical models to directly simulate the emergence of mitochondria in an ecoevolutionary context. Our results show that regulated farming of prey bacteria and delayed digestion can facilitate the establishment of stable endosymbiosis if prey-rich and prey-poor periods alternate. Stable endosymbiosis emerges without assuming any initial metabolic benefit provided by the engulfed partner, in a wide range of parameters, despite that during good periods farming is costly. Our approach lends support to the appearance of mitochondria before any metabolic coupling has emerged, but after the evolution of primitive phagocytosis by the urkaryote. PMID:29382768
Maths performance as a function of sex, laterality, and age of pubertal onset.

PubMed

Sappington, John; Topolski, Richard

2005-07-01

Sex differences in math/spatial performance demand explanations. Within the biological view, the complexity and number of variables make the explanation difficult at best. Laterality and age of pubertal onset have been investigated prominently in this context but rarely considered as interactions in the same study. Some 468 college subjects with SAT MATH (SAT M) scores were divided into 12 groups defined by sex, laterality, and age (early, middle, and late) of pubertal onset. Significant main effects for sex and age of onset emerged, as did an interaction between lateral preference and pubertal onset. Generally males outperformed females. The combination of maleness, sinistrality, and early maturation was associated with high SAT M scores. Sinistrality and late maturation among females predicted very poor math performance.
Reading Matters: Supporting the Development of Young Adolescent Readers.

ERIC Educational Resources Information Center

Humphrey, Jack W.; Lipsitz, Joan; McGovern, John T.; Wasser, Judith Davidson

1997-01-01

Since 1987, Indiana Middle Grades Reading Network, funded by Lily Endowment, initiated a variety of projects designed to promote young adolescents' reading. A Reading Bill of Rights was developed to create communities of readers. Some valuable lessons emerged: attention must be given to teens' reading needs; schools must be central; students need…
The Development of Positive Literate Identities among Emerging Bilingual and Monolingual First Graders

ERIC Educational Resources Information Center

Moses, Lindsey; Kelly, Laura Beth

2017-01-01

In this study, the researchers examined how first-grade students initially positioned as struggling readers took up literacy practices to reposition themselves as capable competent readers and part of a literate community of practice over an academic year. Using positive discourse analysis and case study methodology, the researchers documented and…
Young Skilled Deaf Readers Have an Enhanced Perceptual Span in Reading.

PubMed

Bélanger, Nathalie N; Lee, Michelle; Schotter, Elizabeth R

2017-04-27

Recently, Bélanger, Slattery, Mayberry and Rayner (2012) showed, using the moving window paradigm, that profoundly deaf adults have a wider perceptual span during reading relative to hearing adults matched on reading level. This difference might be related to the fact that deaf adults allocate more visual attention to simple stimuli in the parafovea (Bavelier, Dye & Hauser, 2006). Importantly, this reorganization of visual attention in deaf individuals is already manifesting in deaf children (Dye, Hauser & Bavelier, 2009). This leads to questions about the time course of the emergence of an enhanced perceptual span (which is under attentional control; Rayner, 2014; Miellet, O'Donnell, & Sereno, 2009) in young deaf readers. The present research addressed this question by comparing the perceptual spans of young deaf readers (age 7-15) and young hearing children (age 7-15). Young deaf readers, like deaf adults, were found to have a wider perceptual span relative to their hearing peers matched on reading level, suggesting that strong and early reorganization of visual attention in deaf individuals goes beyond the processing of simple visual stimuli and emerges into more cognitively complex tasks, such as reading.
Effects of Topic Familiarity and Training in Generative Learning Activities on Poor Readers' Comprehension of Comparison/Contrast Expository Text Structure: Transfer to Real-World Materials.

ERIC Educational Resources Information Center

Weisberg, Renee; Balajthy, Ernest

A study investigated transfer effects of training below average high school readers in the use of graphic organizers and summary writing on their recognition of compare/contrast text structure. Subjects, 32 high school students with below-expectancy standardized test scores, were placed in two groups: an experimental group (five males and 11…
Language skills and nonverbal cognitive processes associated with reading comprehension in deaf children.

PubMed

Daza, María Teresa; Phillips-Silver, Jessica; Ruiz-Cuadra, María del Mar; López-López, Francisco

2014-12-01

The main aim of this study was to examine the relationship between language skills (vocabulary knowledge and phonological awareness), nonverbal cognitive processes (attention, memory and executive functions) and reading comprehension in deaf children. Participants were thirty prelingually deaf children (10.7 ± 1.6 years old; 18 boys, 12 girls), who were classified as either good readers or poor readers by their scores on two reading comprehension tasks. The children were administered a rhyme judgment task and seven computerized neuropsychological tasks specifically designed and adapted for deaf children to evaluate vocabulary knowledge, attention, memory and executive functions in deaf children. A correlational approach was also used to assess the association between variables. Although the two groups did not show differences in phonological awareness, good readers showed better vocabulary and performed significantly better than poor readers on attention, memory and executive functions measures. Significant correlations were found between better scores in reading comprehension and better scores on tasks of vocabulary and non-verbal cognitive processes. The results suggest that in deaf children, vocabulary knowledge and nonverbal cognitive processes such as selective attention, visuo-spatial memory, abstract reasoning and sequential processing may be especially relevant for the development of reading comprehension. Copyright © 2014 Elsevier Ltd. All rights reserved.
Tracking the Emergence of the Consonant Bias in Visual-Word Recognition: Evidence with Developing Readers

PubMed Central

Soares, Ana Paula; Perea, Manuel; Comesaña, Montserrat

2014-01-01

Recent research with skilled adult readers has consistently revealed an advantage of consonants over vowels in visual-word recognition (i.e., the so-called “consonant bias”). Nevertheless, little is known about how early in development the consonant bias emerges. This work aims to address this issue by studying the relative contribution of consonants and vowels at the early stages of visual-word recognition in developing readers (2nd and 4th Grade children) and skilled adult readers (college students) using a masked priming lexical decision task. Target words starting either with a consonant or a vowel were preceded by a briefly presented masked prime (50 ms) that could be the same as the target (e.g., pirata-PIRATA [pirate-PIRATE]), a consonant-preserving prime (e.g., pureto-PIRATA), a vowel-preserving prime (e.g., gicala-PIRATA), or an unrelated prime (e.g., bocelo -PIRATA). Results revealed significant priming effects for the identity and consonant-preserving conditions in adult readers and 4th Grade children, whereas 2nd graders only showed priming for the identity condition. In adult readers, the advantage of consonants was observed both for words starting with a consonant or a vowel, while in 4th graders this advantage was restricted to words with an initial consonant. Thus, the present findings suggest that a Consonant/Vowel skeleton should be included in future (developmental) models of visual-word recognition and reading. PMID:24523917
Natural selection constrains personality and brain gene expression differences in Atlantic salmon (Salmo salar).

PubMed

Thörnqvist, Per-Ove; Höglund, Erik; Winberg, Svante

2015-04-01

In stream-spawning salmonid fishes there is a considerable variation in the timing of when fry leave the spawning nests and establish a feeding territory. The timing of emergence from spawning nests appears to be related to behavioural and physiological traits, e.g. early emerging fish are bolder and more aggressive. In the present study, emerging Atlantic salmon (Salmo salar L.) alevins were sorted into three fractions: early, intermediate and late emerging. At the parr stage, behaviour, stress responses, hindbrain monoaminergic activity and forebrain gene expression were explored in fish from the early and late emerging fractions (first and last 25%). The results show that when subjected to confinement stress, fish from the late emerging fraction respond with a larger activation of the brain serotonergic system than fish from the early fraction. Similarly, in late emerging fish, stress resulted in elevated expression of mRNA coding for serotonin 1A receptors (5-HT1A), GABA-A receptor-associated protein and ependymin, effects not observed in fish from the early emerging fraction. Moreover, fish from the early emerging fraction displayed bolder behaviour than their late emerging littermates. Taken together, these results suggest that time of emergence, boldness and aggression are linked to each other, forming a behavioural syndrome in juvenile salmon. Differences in brain gene expression between early and late emerging salmon add further support to a relationship between stress coping style and timing of emergence. However, early and late emerging salmon do not appear to differ in hypothalamus-pituitary-interrenal (HPI) axis reactivity, another characteristic of divergent stress coping styles. © 2015. Published by The Company of Biologists Ltd.
Turning Ideologies inside Out: Developing Young Readers' Empathy for Critical Voices in Narrative Fiction

ERIC Educational Resources Information Center

Pereira, Íris Susana Pires; Campos, Ângela

2014-01-01

This article is located at the crossroads between two distinctive human traits, empathy and rational thought, with narrative emerging as a particularly powerful means to enable young readers to bring them together. Specifically, we discuss the role that critical literary exegesis plays in the development of empathic consciousness in literary…
Sexualities in Education: A Reader. Counterpoints: Studies in the Postmodern Theory of Education. Volume 367

ERIC Educational Resources Information Center

Meiners, Erica R., Ed.; Quinn, Therese, Ed.

2012-01-01

With germinal texts, new writings, and related art, "Sexualities in Education: A Reader" illuminates a broad scope of analysis and organization. Composed of a framing essay and nine sections edited by established and emerging scholars and addressing critical topics for researchers and students of sexualities and education, the text…
Emerging Reading and the Social Practice Turn in Literacy: Still "Becoming a Nation of Readers"

ERIC Educational Resources Information Center

Hoffman, James V.; Martinez, Ramón A.; Danielson, Katie

2016-01-01

In this article, we focus on the past, the present, and the future. We consider the ways "Becoming a Nation of Readers: The Report of the Commission on Reading" ("BNR") (Anderson, Hiebert, Scott, & Wilkinson, 1985) fulfilled the authors' aspirations to introduce into schools "the practices seen in the classrooms of the…
Early Development of Language and Literacy Skills of an Extremely Precocious Reader.

ERIC Educational Resources Information Center

Henderson, Sally J.; Jackson, Nancy Ewald

A case study documented the emergence of literacy in an extremely precocious reader between the ages of 2 years, 7 months and 3 years, 2 months. The case study examined the relation between the subject's oral language and reading development; the bases of his word identification; the relation between his reading and writing development; and…
Shared Reading for Older Emergent Readers in Bilingual Classrooms

ERIC Educational Resources Information Center

Enguidanos, Tomas; Ruiz, Nadeen T.

2008-01-01

Historically, and continuing to the present, children in the primary grades receive the lion's share of attention and resources in learning to read. This makes sense: Young, early readers have a head start in achieving well not only in literacy skills, but in school in general. However, as inner-city, middle-grade teachers will readily attest,…
Farming the mitochondrial ancestor as a model of endosymbiotic establishment by natural selection.

PubMed

Zachar, István; Szilágyi, András; Számadó, Szabolcs; Szathmáry, Eörs

2018-02-13

The origin of mitochondria was a major evolutionary transition leading to eukaryotes, and is a hotly debated issue. It is unknown whether mitochondria were acquired early or late, and whether it was captured via phagocytosis or syntrophic integration. We present dynamical models to directly simulate the emergence of mitochondria in an ecoevolutionary context. Our results show that regulated farming of prey bacteria and delayed digestion can facilitate the establishment of stable endosymbiosis if prey-rich and prey-poor periods alternate. Stable endosymbiosis emerges without assuming any initial metabolic benefit provided by the engulfed partner, in a wide range of parameters, despite that during good periods farming is costly. Our approach lends support to the appearance of mitochondria before any metabolic coupling has emerged, but after the evolution of primitive phagocytosis by the urkaryote. Copyright © 2018 the Author(s). Published by PNAS.
Recent developments in neonatal and paediatric emergencies.

PubMed

Turner, Nigel M

2011-07-01

The present article is intended as an update for anaesthesiologists on recent developments in life-threatening paediatric emergencies and paediatric resuscitation. It is assumed that the reader has at least a basic knowledge of the general principles of emergency medicine, such as the ABCDE-approach and the principle of 'treat first what kills first'; and also that the reader is familiar with the anatomical, physiological and psychological differences between adults and children. The article begins with a description of the background to paediatric emergencies followed by a description of a widely used systematic approach to the assessment of the seriously ill child. In the second half of the article, the principles of the initial treatment for acute, life-threatening problems in children and paediatric resuscitation are discussed with reference to the recent literature. The article ends with a discussion of the changes in latest guidelines for resuscitation of babies at birth.
Language deficits in poor comprehenders: a case for the simple view of reading.

PubMed

Catts, Hugh W; Adlof, Suzanne M; Ellis Weismer, Susan

2006-04-01

To examine concurrently and retrospectively the language abilities of children with specific reading comprehension deficits ("poor comprehenders") and compare them to typical readers and children with specific decoding deficits ("poor decoders"). In Study 1, the authors identified 57 poor comprehenders, 27 poor decoders, and 98 typical readers on the basis of 8th-grade reading achievement. These subgroups' performances on 8th-grade measures of language comprehension and phonological processing were investigated. In Study 2, the authors examined retrospectively subgroups' performances on measures of language comprehension and phonological processing in kindergarten, 2nd, and 4th grades. Word recognition and reading comprehension in 2nd and 4th grades were also considered. Study 1 showed that poor comprehenders had concurrent deficits in language comprehension but normal abilities in phonological processing. Poor decoders were characterized by the opposite pattern of language abilities. Study 2 results showed that subgroups had language (and word recognition) profiles in the earlier grades that were consistent with those observed in 8th grade. Subgroup differences in reading comprehension were inconsistent across grades but reflective of the changes in the components of reading comprehension over time. The results support the simple view of reading and the phonological deficit hypothesis. Furthermore, the findings indicate that a classification system that is based on the simple view has advantages over standard systems that focus only on word recognition and/or reading comprehension.
Investigation of basic cognitive predictors of reading and spelling abilities in Tunisian third-grade primary school children.

PubMed

Batnini, Soulef; Uno, Akira

2015-06-01

This study investigated first the main cognitive abilities; phonological processing, visual cognition, automatization and receptive vocabulary in predicting reading and spelling abilities in Arabic. Second, we compared good/poor readers and spellers to detect the characteristics of cognitive predictors which contribute to identifying reading and spelling difficulties in Arabic speaking children. A sample of 116 Tunisian third-grade children was tested on their abilities to read and spell, phonological processing, visual cognition, automatization and receptive vocabulary. For reading, phonological processing and automatization uniquely predicted Arabic word reading and paragraph reading abilities. Automatization uniquely predicted Arabic non-word reading ability. For spelling, phonological processing was a unique predictor for Arabic word spelling ability. Furthermore, poor readers had significantly lower scores on the phonological processing test and slower reading times on the automatization test as compared with good readers. Additionally, poor spellers showed lower scores on the phonological processing test as compared with good spellers. Visual cognitive processing and receptive vocabulary were not significant cognitive predictors of Arabic reading and spelling abilities for Tunisian third grade children in this study. Our results are consistent with previous studies in alphabetic orthographies and demonstrate that phonological processing and automatization are the best cognitive predictors in detecting early literacy problems. We suggest including phonological processing and automatization tasks in screening tests and in intervention programs may help Tunisian children with poor literacy skills overcome reading and spelling difficulties in Arabic. Copyright © 2014 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.
Indicators of Late Emerging Reading-Accuracy Difficulties in Australian Schools

ERIC Educational Resources Information Center

Galletly, Susan A.; Knight, Bruce Allen; Dekkers, John; Galletly, Tracey A.

2009-01-01

Late-emerging reading-accuracy difficulties are those found present in older students not showing reading-accuracy difficulties when tested in earlier years (Leach, Scarborough and Rescorla, 2003). This paper discusses the constructs of reading-accuracy and late-emerging reading-accuracy difficulties. It then discusses data from a cross-sectional…
Presenters in Focus: Updating Your Toolkit for Monitoring Progress of Younger Struggling Readers--Q&A with Nathan Clemens

ERIC Educational Resources Information Center

Clemens, Nathan

2017-01-01

Using a data-driven approach to effectively monitor progress remains an important staple for school psychologists. However, progress monitoring approaches vary significantly based on the age and development of the student, requiring a nuanced and unique approach, particularly for young emerging readers. In this Presenters in Focus Q&A,…

Using Reinforcement Learning to Understand the Emergence of "Intelligent" Eye-Movement Behavior during Reading

ERIC Educational Resources Information Center

Reichle, Erik D.; Laurent, Patryk A.

2006-01-01

The eye movements of skilled readers are typically very regular (K. Rayner, 1998). This regularity may arise as a result of the perceptual, cognitive, and motor limitations of the reader (e.g., limited visual acuity) and the inherent constraints of the task (e.g., identifying the words in their correct order). To examine this hypothesis,…
Examining the relationship between home literacy environment and neural correlates of phonological processing in beginning readers with and without a familial risk for dyslexia: an fMRI study

PubMed Central

Powers, Sara J.; Wang, Yingying; Beach, Sara D.; Sideridis, Georgios D.; Gaab, Nadine

2016-01-01

Developmental dyslexia is a language-based learning disability characterized by persistent difficulty in learning to read. While an understanding of genetic contributions is emerging, the ways the environment affects brain functioning in children with developmental dyslexia are poorly understood. A relationship between the home literacy environment (HLE) and neural correlates of reading has been identified in typically developing children, yet it remains unclear whether similar effects are observable in children with a genetic predisposition for dyslexia. Understanding environmental contributions is important given that we do not understand why some genetically at-risk children do not develop dyslexia. Here we investigate for the first time the relationship between HLE and the neural correlates of phonological processing in beginning readers with (FHD+, n=29) and without (FHD−, n=21) a family history of developmental dyslexia. We controlled for socio-economic status to isolate the neurobiological mechanism by which HLE affects reading development. Group differences revealed stronger correlation of HLE with brain activation in the left inferior/middle frontal and right fusiform gyri in FHD− compared to FHD+ children, suggesting greater impact of HLE on manipulation of phonological codes and recruitment of orthographic representations in typically developing children. In contrast, activation in the right precentral gyrus showed a significantly stronger correlation with HLE in FHD+ compared to FHD− children, suggesting emerging compensatory networks in genetically at-risk children. Overall, our results suggest that genetic predisposition for dyslexia alters contributions of HLE to early reading skills before formal reading instruction, which has important implications for educational practice and intervention models. PMID:27550556
Examining the relationship between home literacy environment and neural correlates of phonological processing in beginning readers with and without a familial risk for dyslexia: an fMRI study.

PubMed

Powers, Sara J; Wang, Yingying; Beach, Sara D; Sideridis, Georgios D; Gaab, Nadine

2016-10-01

Developmental dyslexia is a language-based learning disability characterized by persistent difficulty in learning to read. While an understanding of genetic contributions is emerging, the ways the environment affects brain functioning in children with developmental dyslexia are poorly understood. A relationship between the home literacy environment (HLE) and neural correlates of reading has been identified in typically developing children, yet it remains unclear whether similar effects are observable in children with a genetic predisposition for dyslexia. Understanding environmental contributions is important given that we do not understand why some genetically at-risk children do not develop dyslexia. Here, we investigate for the first time the relationship between HLE and the neural correlates of phonological processing in beginning readers with (FHD+, n = 29) and without (FHD-, n = 21) a family history of developmental dyslexia. We further controlled for socioeconomic status to isolate the neurobiological mechanism by which HLE affects reading development. Group differences revealed stronger correlation of HLE with brain activation in the left inferior/middle frontal and right fusiform gyri in FHD- compared to FHD+ children, suggesting greater impact of HLE on manipulation of phonological codes and recruitment of orthographic representations in typically developing children. In contrast, activation in the right precentral gyrus showed a significantly stronger correlation with HLE in FHD+ compared to FHD- children, suggesting emerging compensatory networks in genetically at-risk children. Overall, our results suggest that genetic predisposition for dyslexia alters contributions of HLE to early reading skills before formal reading instruction, which has important implications for educational practice and intervention models.
The Impact of Emerging Technology: A Deaf Experience

ERIC Educational Resources Information Center

Ashmore, Don

2009-01-01

This paper presents how students who are deaf or who have hearing impairments incorporate emerging technology into their lives. Readers will see how emerging technology plays a role for many of these students in enabling them to make a difference in their communities today. The student profiles in this paper are provided in the following…
Phonological Working Memory in German Children with Poor Reading and Spelling Abilities

ERIC Educational Resources Information Center

Steinbrink, Claudia; Klatte, Maria

2008-01-01

Deficits in verbal short-term memory have been identified as one factor underlying reading and spelling disorders. However, the nature of this deficit is still unclear. It has been proposed that poor readers make less use of phonological coding, especially if the task can be solved through visual strategies. In the framework of Baddeley's…
Severity of Emotional and Behavioral Problems among Poor and Typical Readers.

ERIC Educational Resources Information Center

Arnold, Elizabeth Mayfield; Goldston, David B.; Walsh, Adam K.; Reboussin, Beth A.; Daniel, Stephanie Sergent; Hickman, Enith; Wood, Frank B.

2005-01-01

The purpose of this study was to examine the severity of behavioral and emotional problems among adolescents with poor and typical single word reading ability (N = 188) recruited from public schools and followed for a median of 2.4 years. Youth and parents were repeatedly assessed to obtain information regarding the severity and course of symptoms…
Age- and ability-related differences in young readers' use of conjunctions.

PubMed

Cain, Kate; Patson, Nikole; Andrews, Leanne

2005-11-01

Two studies investigating young readers' use of conjunctions are reported. In Study One, 145 eight- to ten-year-olds completed one of two narrative cloze tasks in which different types of conjunction were deleted. Performance for additive conjunctions was not affected by age in this study, but older children were more likely to select the target conjunction than were younger children for temporal, causal, and adversative terms. Performance was superior in the cloze task in which they were given a restricted choice of responses (three vs. seven). In Study Two, 35 eight- and nine-year-old good and poor comprehenders completed the three-choice cloze task. The poor comprehenders were less likely to select the target terms in general. Sentence-level comprehension skills did not account for their poor performance. The results indicate that understanding of the semantic relations expressed by conjunctions is still developing long after these terms are used correctly in children's speech. The findings are discussed in relation to the role of conjunctions in text comprehension.
The effects of perinatal testosterone exposure on the DNA methylome of the mouse brain are late-emerging

PubMed Central

2014-01-01

Background The biological basis for sex differences in brain function and disease susceptibility is poorly understood. Examining the role of gonadal hormones in brain sexual differentiation may provide important information about sex differences in neural health and development. Permanent masculinization of brain structure, function, and disease is induced by testosterone prenatally in males, but the possible mediation of these effects by long-term changes in the epigenome is poorly understood. Methods We investigated the organizational effects of testosterone on the DNA methylome and transcriptome in two sexually dimorphic forebrain regions—the bed nucleus of the stria terminalis/preoptic area and the striatum. To study the contribution of testosterone to both the establishment and persistence of sex differences in DNA methylation, we performed genome-wide surveys in male, female, and female mice given testosterone on the day of birth. Methylation was assessed during the perinatal window for testosterone's organizational effects and in adulthood. Results The short-term effect of testosterone exposure was relatively modest. However, in adult animals the number of genes whose methylation was altered had increased by 20-fold. Furthermore, we found that in adulthood, methylation at a substantial number of sexually dimorphic CpG sites was masculinized in response to neonatal testosterone exposure. Consistent with this, testosterone's effect on gene expression in the striatum was more apparent in adulthood. Conclusion Taken together, our data imply that the organizational effects of testosterone on the brain methylome and transcriptome are dramatic and late-emerging. Our findings offer important insights into the long-term molecular effects of early-life hormonal exposure. PMID:24976947
Wildlife Omnibus

ERIC Educational Resources Information Center

National Wildlife, 1978

1978-01-01

Reported are the results of a reader survey ranking the Carter Administration's environmental record. The President's environmental record was rated as poor or fair by most respondants. Pollution was rated the priority concern. (MA)
Does silent reading speed in normal adult readers depend on early visual processes? evidence from event-related brain potentials.

PubMed

Korinth, Sebastian Peter; Sommer, Werner; Breznitz, Zvia

2012-01-01

Little is known about the relationship of reading speed and early visual processes in normal readers. Here we examined the association of the early P1, N170 and late N1 component in visual event-related potentials (ERPs) with silent reading speed and a number of additional cognitive skills in a sample of 52 adult German readers utilizing a Lexical Decision Task (LDT) and a Face Decision Task (FDT). Amplitudes of the N170 component in the LDT but, interestingly, also in the FDT correlated with behavioral tests measuring silent reading speed. We suggest that reading speed performance can be at least partially accounted for by the extraction of essential structural information from visual stimuli, consisting of a domain-general and a domain-specific expertise-based portion. © 2011 Elsevier Inc. All rights reserved.
Language Outcomes of 7-Year-Old Children with or without a History of Late Language Emergence at 24 Months

ERIC Educational Resources Information Center

Rice, Mabel L.; Taylor, Catherine L.; Zubrick, Stephen R.

2008-01-01

Purpose: The aim of this study was to investigate the language outcomes of 7-year-old children with and without a history of late language emergence at 24 months. Method: One hundred twenty-eight children with a history of late language emergence (LLE) at 24 months and 109 children with a history of normal language emergence (NLE) at 24 months…
Highlights from the 13th European Congress of Clinical Microbiology and Infectious Diseases in Glasgow, Scotland, May 10-13, 2003. The complex world of infectious diseases.

PubMed

Jack, David

2003-01-01

At the 13th European Congress of Clinical Microbiology and Infectious Diseases, held in Glasgow, Scotland, May 10-13, 2003, the latest developments in clinical microbiology and the treatment of infectious diseases were presented alongside recent progress on molecular aspects of diagnosis and emerging patterns of infection. Around 5,000 delegates from more than 80 countries attended the congress, which saw the presentation of more than 400 oral communications and 1,700 posters. In addition to a historical session looking at Scotland's own contribution to the control of infectious diseases, the meeting involved up to six parallel sessions a day, looking at all the major aspects of infectious diseases, treatment, surveillance, epidemiology and drug pharmacodynamics and pharmacokinetics. The organizers also organized a Late Breaker symposium on severe acute respiratory syndrome. The topics likely to be of most interest to Drug News and Perspectives readers are described here. (c) 2003 Prous Science. All rights reserved.
Targeting Ligandable Pockets on Plant Homeodomain (PHD) Zinc Finger Domains by a Fragment-Based Approach

PubMed Central

2018-01-01

Plant homeodomain (PHD) zinc fingers are histone reader domains that are often associated with human diseases. Despite this, they constitute a poorly targeted class of readers, suggesting low ligandability. Here, we describe a successful fragment-based campaign targeting PHD fingers from the proteins BAZ2A and BAZ2B as model systems. We validated a pool of in silico fragments both biophysically and structurally and solved the first crystal structures of PHD zinc fingers in complex with fragments bound to an anchoring pocket at the histone binding site. The best-validated hits were found to displace a histone H3 tail peptide in competition assays. This work identifies new chemical scaffolds that provide suitable starting points for future ligand optimization using structure-guided approaches. The demonstrated ligandability of the PHD reader domains could pave the way for the development of chemical probes to drug this family of epigenetic readers. PMID:29529862
Targeting Ligandable Pockets on Plant Homeodomain (PHD) Zinc Finger Domains by a Fragment-Based Approach.

PubMed

Amato, Anastasia; Lucas, Xavier; Bortoluzzi, Alessio; Wright, David; Ciulli, Alessio

2018-04-20

Plant homeodomain (PHD) zinc fingers are histone reader domains that are often associated with human diseases. Despite this, they constitute a poorly targeted class of readers, suggesting low ligandability. Here, we describe a successful fragment-based campaign targeting PHD fingers from the proteins BAZ2A and BAZ2B as model systems. We validated a pool of in silico fragments both biophysically and structurally and solved the first crystal structures of PHD zinc fingers in complex with fragments bound to an anchoring pocket at the histone binding site. The best-validated hits were found to displace a histone H3 tail peptide in competition assays. This work identifies new chemical scaffolds that provide suitable starting points for future ligand optimization using structure-guided approaches. The demonstrated ligandability of the PHD reader domains could pave the way for the development of chemical probes to drug this family of epigenetic readers.
How Many U.S. High School Students Have a Foreign Language Reading "Disability"? Reading Without Meaning and the Simple View.

PubMed

Sparks, Richard L; Luebbers, Julie

Conventional wisdom suggests that students classified as learning disabled will exhibit difficulties with foreign language (FL) learning, but evidence has not supported a relationship between FL learning problems and learning disabilities. The simple view of reading model posits that reading comprehension is the product of word decoding and language comprehension and that there are good readers and 3 types of poor readers-dyslexic, hyperlexic, and garden variety-who exhibit different profiles of strengths and/or deficits in word decoding and language comprehension. In this study, a random sample of U.S. high school students completing first-, second-, and third-year Spanish courses were administered standardized measures of Spanish word decoding and reading comprehension, compared with monolingual Spanish readers from first to eleventh grades, and classified into reader types according to the simple view of reading. The majority of students fit the hyperlexic profile, and no participants fit the good reader profile until they were compared with first- and second-grade monolingual Spanish readers. Findings call into question the practice of diagnosing an FL "disability" before a student engages in FL study.
Multi-Touch Tablets, E-Books, and an Emerging Multi-Coding/Multi-Sensory Theory for Reading Science E-Textbooks: Considering the Struggling Reader

ERIC Educational Resources Information Center

Rupley, William H.; Paige, David D.; Rasinski, Timothy V.; Slough, Scott W.

2015-01-01

Pavio's Dual-Coding Theory (1991) and Mayer's Multimedia Principal (2000) form the foundation for proposing a multi-coding theory centered around Multi-Touch Tablets and the newest generation of e-textbooks to scaffold struggling readers in reading and learning from science textbooks. Using E. O. Wilson's "Life on Earth: An Introduction"…
Visual processing of multiple elements in the dyslexic brain: evidence for a superior parietal dysfunction

PubMed Central

Lobier, Muriel A.; Peyrin, Carole; Pichat, Cédric; Le Bas, Jean-François; Valdois, Sylviane

2014-01-01

The visual attention (VA) span deficit hypothesis of developmental dyslexia posits that impaired multiple element processing can be responsible for poor reading outcomes. In VA span impaired dyslexic children, poor performance on letter report tasks is associated with reduced parietal activations for multiple letter processing. While this hints towards a non-specific, attention-based dysfunction, it is still unclear whether reduced parietal activity generalizes to other types of stimuli. Furthermore, putative links between reduced parietal activity and reduced ventral occipito-temporal (vOT) in dyslexia have yet to be explored. Using functional magnetic resonance imaging, we measured brain activity in 12 VA span impaired dyslexic adults and 12 adult skilled readers while they carried out a categorization task on single or multiple alphanumeric or non-alphanumeric characters. While healthy readers activated parietal areas more strongly for multiple than single element processing (right-sided for alphanumeric and bilateral for non-alphanumeric), similar stronger multiple element right parietal activations were absent for dyslexic participants. Contrasts between skilled and dyslexic readers revealed significantly reduced right superior parietal lobule (SPL) activity for dyslexic readers regardless of stimuli type. Using a priori anatomically defined regions of interest, we showed that neural activity was reduced for dyslexic participants in both SPL and vOT bilaterally. Finally, we used multiple regressions to test whether SPL activity was related to vOT activity in each group. In the left hemisphere, SPL activity covaried with vOT activity for both normal and dyslexic readers. In contrast, in the right hemisphere, SPL activity covaried with vOT activity only for dyslexic readers. These results bring critical support to the VA interpretation of the VA Span deficit. In addition, they offer a new insight on how deficits in automatic vOT based word recognition could arise in developmental dyslexia. PMID:25071509
Late Language Emergence in 24-Month-Old Twins: Heritable and Increased Risk for Late Language Emergence in Twins

ERIC Educational Resources Information Center

Rice, Mabel L.; Zubrick, Stephen R.; Taylor, Catherine L.; Gayán, Javier; Bontempo, Daniel E.

2014-01-01

Purpose: This study investigated the etiology of late language emergence (LLE) in 24-month-old twins, considering possible twinning, zygosity, gender, and heritability effects for vocabulary and grammar phenotypes. Method: A population-based sample of 473 twin pairs participated. Multilevel modeling estimated means and variances of vocabulary and…
Early but not late blindness leads to enhanced arithmetic and working memory abilities.

PubMed

Dormal, Valérie; Crollen, Virginie; Baumans, Christine; Lepore, Franco; Collignon, Olivier

2016-10-01

Behavioural and neurophysiological evidence suggest that vision plays an important role in the emergence and development of arithmetic abilities. However, how visual deprivation impacts on the development of arithmetic processing remains poorly understood. We compared the performances of early (EB), late blind (LB) and sighted control (SC) individuals during various arithmetic tasks involving addition, subtraction and multiplication of various complexities. We also assessed working memory (WM) performances to determine if they relate to a blind person's arithmetic capacities. Results showed that EB participants performed better than LB and SC in arithmetic tasks, especially in conditions in which verbal routines and WM abilities are needed. Moreover, EB participants also showed higher WM abilities. Together, our findings demonstrate that the absence of developmental vision does not prevent the development of refined arithmetic skills and can even trigger the refinement of these abilities in specific tasks. Copyright © 2016 Elsevier Ltd. All rights reserved.
Binocularity and Reading

ERIC Educational Resources Information Center

Brod, Nathan; Hamilton, David

1973-01-01

A sample of 162 fifth grade students were grouped as good, average, and poor readers on the basis of a standardized reading test to determine whether a relationship existed between binocularity and reading performance. (Author/MC)

Does viotin activate violin more than viocin? On the use of visual cues during visual-word recognition.

PubMed

Perea, Manuel; Panadero, Victoria

2014-01-01

The vast majority of neural and computational models of visual-word recognition assume that lexical access is achieved via the activation of abstract letter identities. Thus, a word's overall shape should play no role in this process. In the present lexical decision experiment, we compared word-like pseudowords like viotín (same shape as its base word: violín) vs. viocín (different shape) in mature (college-aged skilled readers), immature (normally reading children), and immature/impaired (young readers with developmental dyslexia) word-recognition systems. Results revealed similar response times (and error rates) to consistent-shape and inconsistent-shape pseudowords for both adult skilled readers and normally reading children - this is consistent with current models of visual-word recognition. In contrast, young readers with developmental dyslexia made significantly more errors to viotín-like pseudowords than to viocín-like pseudowords. Thus, unlike normally reading children, young readers with developmental dyslexia are sensitive to a word's visual cues, presumably because of poor letter representations.
Using Eye Tracking to Investigate Semantic and Spatial Representations of Scientific Diagrams During Text-Diagram Integration

NASA Astrophysics Data System (ADS)

Jian, Yu-Cin; Wu, Chao-Jung

2015-02-01

We investigated strategies used by readers when reading a science article with a diagram and assessed whether semantic and spatial representations were constructed while reading the diagram. Seventy-one undergraduate participants read a scientific article while tracking their eye movements and then completed a reading comprehension test. Our results showed that the text-diagram referencing strategy was commonly used. However, some readers adopted other reading strategies, such as reading the diagram or text first. We found all readers who had referred to the diagram spent roughly the same amount of time reading and performed equally well. However, some participants who ignored the diagram performed more poorly on questions that tested understanding of basic facts. This result indicates that dual coding theory may be a possible theory to explain the phenomenon. Eye movement patterns indicated that at least some readers had extracted semantic information of the scientific terms when first looking at the diagram. Readers who read the scientific terms on the diagram first tended to spend less time looking at the same terms in the text, which they read after. Besides, presented clear diagrams can help readers process both semantic and spatial information, thereby facilitating an overall understanding of the article. In addition, although text-first and diagram-first readers spent similar total reading time on the text and diagram parts of the article, respectively, text-first readers had significantly less number of saccades of text and diagram than diagram-first readers. This result might be explained as text-directed reading.
Emergence and early survival of early versus late seral species in Great Basin restoration in two different soil types

Treesearch

Shauna M. Uselman; Keirith A. Snyder; Elizabeth A. Leger; Sara E. Duke

2015-01-01

Comparing emergence and survival probabilities, early seral natives generally outperformed late seral natives when growing with exotics and had earlier emergence timing, although results differed among functional groups and soil types. In contrast, survival probabilities did not differ between the early and late seral mixes when growing without exotics. Within each...
The Importance of Early Sign Language Acquisition for Deaf Readers

ERIC Educational Resources Information Center

Clark, M. Diane; Hauser, Peter C.; Miller, Paul; Kargin, Tevhide; Rathmann, Christian; Guldenoglu, Birkan; Kubus, Okan; Spurgeon, Erin; Israel, Erica

2016-01-01

Researchers have used various theories to explain deaf individuals' reading skills, including the dual route reading theory, the orthographic depth theory, and the early language access theory. This study tested 4 groups of children--hearing with dyslexia, hearing without dyslexia, deaf early signers, and deaf late signers (N = 857)--from 4…
Intelligence and dyslexia: implications for diagnosis and intervention.

PubMed

Gustafson, S; Samuelsson, S

1999-06-01

In this paper we critically examine theoretical issues and practical consequences of including IQ in the definition of dyslexia. According to the discrepancy criterion individuals are classified as dyslexic if their reading skills are below what would be expected from their IQ scores. However, we argue that intelligence is a fuzzy concept and that there is no clear causal relationship between intelligence level and word decoding skills. Also, high and low IQ poor readers show the same reading performance patterns, indicating that both groups might benefit from the same remedial activities. Evidence for the critical role of phonological skills in dyslexia is presented and a more recent definition of dyslexia is discussed in relation to these findings. Finally, two alternative, more outcome-based classifications of poor readers are suggested and some critical consequences for individual interventions are outlined.
Brain structure correlates of component reading processes: implications for reading disability.

PubMed

Phinney, Erin; Pennington, Bruce F; Olson, Richard; Filley, Christopher M; Filipek, Pauline A

2007-08-01

Brain structures implicated in developmental dyslexia (reading disability - RD) vary greatly across structural magnetic resonance imaging (MRI) studies due to methodological differences regarding the definition of RD and the exact measurements of a specific brain structure. The current study attempts to resolve some of those methodological concerns by examining brain volume as it relates to components of proposed RD subtypes. We performed individual regression analyses on total cerebral volume, neocortical volume, subcortical volume, 9 neo-cortical structures and 2 sub-cortical structures. These analyses used three dimensions of reading, phonemic ability (PA), orthographic ability, and rapid naming (RN) ability, while accounting for total cerebral volume, age, and performance IQ (PIQ). Primary analyses included membership to a group (poor reader vs. good reader) in the analysis. The result was a significant interaction between PA and reading ability as it predicts total cerebral volume. Analyses revealed that poor readers lacked a relationship between PA and brain size, but that good readers had a significant positive relationship. This pattern of interaction was not present for the other two reading component factors. These findings bring into question the general belief that individuals with RD are at the low end of a reading ability distribution and do not have a unique disorder. Additional analyses revealed only a few significant relationships between brain size and task performance, most notably a positive correlation between orthographic ability and the angular gyrus (AG), as well as a negative correlation between RN ability and the parietal operculum (PO).
Profiles in Emergent Biliteracy: Children Making Meaning in a Chicano Community. Educational Psychology: Critical Pedagogical Perspectives. Volume 9

ERIC Educational Resources Information Center

Connery, M. Cathrene

2011-01-01

How do young children learn to read, write, speak, and listen in two languages? How do emergent readers and writers make meaning within multilingual communities? This book examines the emergent biliteracy development of two kindergarteners growing up in a New Mexican neighborhood. Using ethnographic accounts, the book portrays the familial,…
Accelerating Decoding-Related Skills in Poor Readers Learning a Foreign Language: A Computer-Based Intervention

ERIC Educational Resources Information Center

Björn, Piia Maria; Leppänen, Paavo H. T.

2013-01-01

The results of Fast ForWord® training on English decoding-related skills were examined. Finnish fifth-grade students were identified as having reading fluency problems and poor skills in English as a foreign language learned at school and were randomly assigned to either a training group (TRG) or a control group. The TRG ("n"?=?13)…
Decision Difficulty and Recall of Prose.

ERIC Educational Resources Information Center

Benton, Stephen L.; And Others

1983-01-01

Seven experiments were performed to address three issues: prose decisions of different levels of difficulty, directed attention effect, and the effects of decisions on memorability of prose among relatively good and relatively poor readers. (Author/PN)
Metacognition and Reading: Comparing Three Forms of Metacognition in Normally Developing Readers and Readers with Dyslexia.

PubMed

Furnes, Bjarte; Norman, Elisabeth

2015-08-01

Metacognition refers to 'cognition about cognition' and includes metacognitive knowledge, strategies and experiences (Efklides, 2008; Flavell, 1979). Research on reading has shown that better readers demonstrate more metacognitive knowledge than poor readers (Baker & Beall, 2009), and that reading ability improves through strategy instruction (Gersten, Fuchs, Williams, & Baker, 2001). The current study is the first to specifically compare the three forms of metacognition in dyslexic (N = 22) versus normally developing readers (N = 22). Participants read two factual texts, with learning outcome measured by a memory task. Metacognitive knowledge and skills were assessed by self-report. Metacognitive experiences were measured by predictions of performance and judgments of learning. Individuals with dyslexia showed insight into their reading problems, but less general knowledge of how to approach text reading. They more often reported lack of available reading strategies, but groups did not differ in the use of deep and surface strategies. Learning outcome and mean ratings of predictions of performance and judgments of learning were lower in dyslexic readers, but not the accuracy with which metacognitive experiences predicted learning. Overall, the results indicate that dyslexic reading and spelling problems are not generally associated with lower levels of metacognitive knowledge, metacognitive strategies or sensitivity to metacognitive experiences in reading situations. 2015 The Authors. Dyslexia Published by John Wiley & Sons Ltd.
Does Theory of Mind in Pre-Kindergarten Predict the Ability to Think about a Reader's Mind in Elementary School Compositions? A Longitudinal Study

ERIC Educational Resources Information Center

Peskin, Joan; Comay, Julie; Chen, Xi; Prusky, Carly

2016-01-01

A critical skill in emergent writing is the developing ability to take the perspective of different readers; however, the precursors of this skill have not yet been identified. In this longitudinal study, 105 children (90 after attrition) were tested at 3 time points: pre-kindergarten (3-4 years old, n = 105), kindergarten (5 years old, n = 97),…
Creating a Campus Based Community Emergency Response Team (CERT)

ERIC Educational Resources Information Center

Connolly, Maureen

2012-01-01

This article provides the reader with information regarding forming a community emergency response team (CERT) at a community college. College public safety departments are efficient entities in ordinary times. However, recent events at community colleges across the country have shown that there have been situations where their capabilities have…
Facilitating Emergent Literacy Skills in Children with Hearing Loss

ERIC Educational Resources Information Center

Zupan, Barbra; Dempsey, Lynn

2013-01-01

Purpose: To (a) familiarize readers with the components of emergent literacy and the impact hearing loss may have on the development of these skills; (b) demonstrate the importance of parent-professional collaboration and show how specific literacy-based activities can be integrated into existing daily routines and intervention programming; and…
Inducing comprehension in the bilateral poor reader.

PubMed

Rattan, G; Dean, R S; Lowrie, R E

1987-09-01

The comprehension effects of changes in the spatial configuration of prose were examined with reading disabled children who differed in laterality preference. Specifically, 24 learning disabled boys were presented with prose materials in a standard, phrased, and backward (right to left) fashion. Measures of comprehension showed that text in the phrased and backward conditions differentially facilitated comprehension for the more bilateral subjects but had little effect on more right lateralized subjects. The results were discussed in terms of the instructional implications of alterations in the visual-spatial arrangement of prose materials for bilateral readers.
Deep infiltrating endometriosis: Should rectal and vaginal opacification be systematically used in MR imaging?

PubMed

Uyttenhove, F; Langlois, C; Collinet, P; Rubod, C; Verpillat, P; Bigot, J; Kerdraon, O; Faye, N

2016-06-01

To evaluate the interest of rectal and vaginal filling in vaginal and recto-sigmoid endometriosis with MR imaging. To compare the results between a senior and a junior radiologist review. Sixty-seven patients with clinically suspected deep infiltrating endometriosis were included in our MRI protocol consisting of repeated T2-weigthed sequences (axial and sagittal) before and after rectal and vaginal marking with ultrasonography gel. Vaginal and recto-sigmoid endometriosis lesions were analyzed before and after opacification. The inter-reader agreement between senior and junior scores was studied. Concerning vaginal and muscularis and beyond colonic involvement, no significant difference (P=0.32) was observed and the inter-reader agreement was excellent (K=0.96 and 0.97 respectively). Concerning serosa colonic lesions, a significant difference was observed (P=0.01) and the inter-reader agreement was poor (K=0). Rectal and vaginal filling in endometriosis staging with MRI is not necessary no matter the reader experiment. Copyright © 2016 Elsevier Masson SAS. All rights reserved.
"For the Best Interests of the Community": Riverside's 14th Street School Debate

ERIC Educational Resources Information Center

Groen, Mark

2017-01-01

The placement of schoolhouses provided a forum for animated and often colorful local debate during the late 19th century. Local newspaper editors occasionally interspersed references culled from national educational debates within their columns, indicating that their readers were well aware of the issues and the rhetoric of national politics…
From Lady Teacher to Professional: A Case Study of Some of the First Headteachers of Girls' Secondary Schools in England.

ERIC Educational Resources Information Center

Watts, Ruth

1998-01-01

Investigates women headteachers' professional identity and leadership styles, returning readers to the late 19th century, when the first (British) secondary schools for girls were established. Explores various issues, such as sensible dress, girls' sports, health education, and extracurricular activities, employing case studies of three Birmingham…
A Canadian Woman Journalist Covers the Spanish-American War: "Kit" in Cuba 1898.

ERIC Educational Resources Information Center

Freeman, Barbara

Kathleen Blake Watkins Coleman, known to her readers as "Kit," was a late nineteenth-century journalist who tried to escape the limitations of the woman's sphere in journalism through travel writing, while still complying with the expectation that she describe her adventures from a "woman's point of view." Among her many…
"Picturesque and Dramatic" or "Dull Recitals of Threadbare Fare": Good Practice in History Teaching in Elementary Schools in England, 1872-1905

ERIC Educational Resources Information Center

Smith, John T.

2014-01-01

This article draws on late nineteenth- and early twentieth-century teaching manuals, reports of Her Majesty's Inspectors, history textbooks ("readers"), other administrators' and teachers' accounts, policy documents and pupils' reminiscences to refute common and generalised assessments of the period (often by those who have not looked…
"Your Whole Effort Has Been to Create Desire": Reproducing Knowledge and Evading Censorship in the Nineteenth- Century Subscription Press.

PubMed

Puglionesi, Alicia

2015-01-01

Historians once regarded the passage of the Comstock Laws in 1873 as a death knell for the public discourse on gender, sex, and reproduction that thrived in the early nineteenth-century United States, but this view has given way to a more complex appreciation of the strategies available to actors seeking knowledge about the body. I examine some of these strategies in late-century health and hygiene manuals. Although certain discourses about sex became closed off, others persisted and evolved in the interstices of Comstock's regulatory state. Readers' demand for information did not abate in 1873; savvy publishers found different ways to meet it, utilizing suggestion, allusion, and nontextual cues from which active readers could extract useful knowledge. A once-public debate about the morality, effectiveness, and appropriate use of contraception had become coded in the pages of health and hygiene manuals, pointing readers to the burgeoning mass market for contraceptive devices as a locus of reproductive control.

Using Comic Books to Teach Reading and Language Arts.

ERIC Educational Resources Information Center

Swain, Emma Halstead

1978-01-01

Results of a questionnaire indicated interest in comic books or comic strips by both good and poor readers at all educational levels. Includes suggestions for activities using comic books and strips in the classroom. (MKM)
Neighborhood poverty and suicidal thoughts and attempts in late adolescence.

PubMed

Dupéré, V; Leventhal, T; Lacourse, E

2009-08-01

Suicide tends to concentrate in disadvantaged neighborhoods, and neighborhood disadvantage is associated with many important risk factors for youth suicide. However, no study has directly investigated the link between neighborhood poverty and youth suicidal behaviors, while controlling for pre-existing vulnerabilities. The objective of this study was to determine whether living in a poor neighborhood is associated with suicidal thoughts and attempts in late adolescence over and above background vulnerabilities, and whether this association can be explained by late-adolescence psychosocial risks: depression, social support, negative life events (NLEs), delinquent activities, substance abuse and exposure to suicide. The potential moderating role of neighborhood poverty was also examined. A subset of 2776 participants was selected from the Canadian National Longitudinal Survey of Children and Youth (NLSCY). Late-adolescence suicidal behaviors and risk factors were self-reported. The 2001 Canadian Census was used to characterize neighborhoods during early and middle adolescence. Late-childhood family and individual controls were assessed through parent-report. At the bivariate level, the odds of reporting suicidal thoughts were about twice as high in poor than non-poor neighborhoods, and the odds of attempting suicide were about four times higher. After controlling for background vulnerabilities, neighborhood poverty remained significantly associated with both suicidal thoughts and attempts. However, these associations were not explained by late-adolescence psychosocial risks. Rather, youth living in poor neighborhoods may be at greater risk through the amplification of other risk factors in disadvantaged neighborhoods. Potential explanations for the increased vulnerability of youth living in poor neighborhoods are discussed.
Feminism, Gender and Global Higher Education: Women's Learning Lives

ERIC Educational Resources Information Center

David, Miriam E.

2012-01-01

In this invited commentary, I offer a critique of two lacunae in the emerging field. I consider how aspects of research on the transformations of global higher education constitute an emergent sociology of higher education, and I also review how the dominant tendencies occlude gender and feminist perspectives. By way of enticing readers to…
Digital Print Concepts: Conceptualizing a Modern Framework for Measuring Emerging Knowledge

ERIC Educational Resources Information Center

Javorsky, Kristin H.

2014-01-01

This dissertation sought to produce and empirically test a theoretical model for the literacy construct of print concepts that would take into account the unique affordances of digital picture books for emergent readers. The author used an exploratory study of twenty randomly selected digital story applications to identify print conventions, text…
A Conceptual Framework for Emergent Digital Literacy

ERIC Educational Resources Information Center

Neumann, Michelle M.; Finger, Glenn; Neumann, David L.

2017-01-01

As we progress in the 21st century, children learn to become proficient readers and writers of both digital and non-digital texts. Knowledge, skills, and understandings of literacy emerge through sociocultural interactions with non-digital tools (e.g., paper-printed books) and digital tools (e.g., touch screen tablets). However, debate is ongoing…
Teaching Comprehension Processes Using Magazines, Paperback Novels, and Content Area Textbooks.

ERIC Educational Resources Information Center

Nist, Sherrie L.; And Others

1983-01-01

Argues that teaching students the process of comprehension and ways to improve their own comprehension helps to develop skills in reluctant or poor readers. Offers teaching ideas that involve a variety of reading materials. (FL)
Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments.

PubMed

Snowling, Margaret J; Duff, Fiona J; Nash, Hannah M; Hulme, Charles

2016-12-01

Children with language impairment (LI) show heterogeneity in development. We tracked children from pre-school to middle childhood to characterize three developmental trajectories: resolving, persisting and emerging LI. We analyzed data from children identified as having preschool LI, or being at family risk of dyslexia, together with typically developing controls at three time points: t1 (age 3;09), t3 (5;08) and t5 (8;01). Language measures are reported at t1, t3 and t5, and literacy abilities at t3 and t5. A research diagnosis of LI (irrespective of recruitment group) was validated at t1 by a composite language score derived from measures of receptive and expressive grammar and vocabulary; a score falling 1SD below the mean of the typical language group on comparable measures at t3 and t5 was used to determine whether a child had LI at later time points and then to classify LIs as resolving, persisting or emerging. Persisting preschool LIs were more severe and pervasive than resolving LIs. Language and literacy outcomes were relatively poor for those with persisting LI, and relatively good for those with resolving LI. A significant proportion of children with average language abilities in preschool had LIs that emerged in middle childhood - a high proportion of these children were at family risk of dyslexia. There were more boys in the persisting and resolving LI groups. Children with early LIs which resolved by the start of formal literacy instruction tended to have good literacy outcomes; children with late-emerging difficulties that persisted developed reading difficulties. Children with late-emerging LI are relatively common and are hard to detect in the preschool years. Our findings show that children whose LIs persist to the point of formal literacy instruction frequently experience reading difficulties. © 2015 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.
Repetition and comprehension of spoken sentences by reading-disabled children.

PubMed

Shankweiler, D; Smith, S T; Mann, V A

1984-11-01

The language problems of reading-disabled elementary school children are not confined to written language alone. These children often exhibit problems of ordered recall of verbal materials that are equally severe whether the materials are presented in printed or in spoken form. Sentences that pose problems of pronoun reference might be expected to place a special burden on short-term memory because close grammatical relationships obtain between words that are distant from one another. With this logic in mind, third-grade children with specific reading disability and classmates matched for age and IQ were tested on five sentence types, each of which poses a problem in assigning pronoun reference. On one occasion the children were tested for comprehension of the sentences by a forced-choice picture verification task. On a later occasion they received the same sentences as a repetition test. Good and poor readers differed significantly in immediate recall of the reflexive sentences, but not in comprehension of them as assessed by picture choice. It was suggested that the pictures provided cues which lightened the memory load, a possibility that could explain why the poor readers were not demonstrably inferior in comprehension of the sentences even though they made significantly more errors than the good readers in recalling them.
Gamma phase locking modulated by phonological contrast during auditory comprehension in reading disability.

PubMed

Han, Jooman; Mody, Maria; Ahlfors, Seppo P

2012-10-03

Children with specific reading impairment may have subtle deficits in speech perception related to difficulties in phonological processing. The aim of this study was to examine brain oscillatory activity related to phonological processing in the context of auditory sentence comprehension using magnetoencephalography to better understand these deficits. Good and poor readers, 16-18 years of age, were tested on speech perception of sentence-terminal incongruent words that were phonologically manipulated to be similar or dissimilar to corresponding congruent target words. Functional coupling between regions was measured using phase-locking values (PLVs). Gamma-band (30-45 Hz) PLV between auditory cortex and superior temporal sulcus in the right hemisphere was differentially modulated in the two groups by the degree of phonological contrast between the congruent and the incongruent target words in the latency range associated with semantic processing. Specifically, the PLV was larger in the phonologically similar than in the phonologically dissimilar condition in the good readers. This pattern was reversed in the poor readers, whose lower PLV in the phonologically similar condition may be indicative of the impaired phonological coding abilities of the group, and consequent vulnerability under perceptually demanding conditions. Overall, the results support the role of gamma oscillations in spoken language processing.
Pedagogical Foundations of Effective Reading Instruction Older Students in Russia in the Late XIX-Early XX Centuries

ERIC Educational Resources Information Center

Belentsov, Sergei I.; Malykhina, Olga N.; Ilyina, Irina V.; Mandruk, Irina V.

2018-01-01

Topical issues of development of reader's activity of school students are considered on the basis of the comparative analysis of the situation characterizing a technique of formation of communicative competence of the system of gymnasia formation of the Kursk province of the end XIX--the beginning of the XX centuries. The comparative-historical…
Mean E-Streets Violence beyond the Virtual: Authentic Suffering or Agitprop? Virtual Voices of Kosovo.

ERIC Educational Resources Information Center

Wills, Katherine V.

This paper elaborates on the rhetorical uses of immigrants' life experiences as expressed through late technology of the Internet. The paper draws readers' attention to stories about refugees in electronic texts from the Kosovo War of 1998. It compares these materials to archival material about a Greek immigrant family from the 1954 "New York…
21st Century Readers' Aids: Past History and Future Directions

ERIC Educational Resources Information Center

Smith, Michael M.

2008-01-01

This article provides a brief history of the development of library subject guides (often referred to as pathfinders) from the late 1800s to the present. During this period, subject guides have changed both their focus and format. The needs of academic institutions at the turn of the 20th century were very different than they are today, and…
Big lie, small world: what E. Lynn Harris wanted readers to understand about the struggle for African American, homosexual males seeking to attain the American dream.

PubMed

Jackson, Lisa D

2012-01-01

This article will examine the social implications for African American homosexual males seeking to achieve the American Dream. Invisible Life and Just as I Am-the first two novels in a trilogy by the late E. Lynn Harris writing from a semi-autobiographical perspective in late-twentieth century America-will serve as the texts that drive this research topic. Careful analysis of these works will substantiate the assertion that the American Dream, even on the cusp of the new millennium, is just beyond the grasp of this specific subpopulation.
Postmodernism in Youth Literature--A Road Away from the Reader?

ERIC Educational Resources Information Center

Skjonsberg, Kari

The prototype of the modern youth novel emerged in the second half of the 19th century, and books written specifically for either male or female youths often covered similar storylines and themes, usually educational in purpose. Changes in the readership emerged rather slowly, but a dramatic shift in ideas about children's literature was inspired…
Enhancing Outcomes in Early Literacy for Young Children with Disabilities: Strategies for Success

ERIC Educational Resources Information Center

Johnston, Susan S.; McDonnell, Andrea P.; Hawken, Leanne S.

2008-01-01

Emerging literacy has been defined as the "reading and writing knowledge and behavior of children who are not yet conventionally literate" (Justice & Kaderavek, 2002, p. 8). This article provides readers with strategies for meeting the emerging literacy needs of young children with disabilities. Ideas for creating a literacy-rich environment as…
Identifying Preschool Children at Risk of Later Reading Difficulties: Evaluation of Two Emergent Literacy Screening Tools

ERIC Educational Resources Information Center

Wilson, Shauna B.; Lonigan, Christopher J.

2010-01-01

Emergent literacy skills are predictive of children's early reading success, and literacy achievement in early schooling declines more rapidly for children who are below-average readers. It is therefore important for teachers to identify accurately children at risk for later reading difficulty so children can be exposed to effective emergent…
Poor Vision, Functioning, and Depressive Symptoms: A Test of the Activity Restriction Model

ERIC Educational Resources Information Center

Bookwala, Jamila; Lawson, Brendan

2011-01-01

Purpose: This study tested the applicability of the activity restriction model of depressed affect to the context of poor vision in late life. This model hypothesizes that late-life stressors contribute to poorer mental health not only directly but also indirectly by restricting routine everyday functioning. Method: We used data from a national…
Relationship of Auditory and Visual Skills to Reading Retardation.

ERIC Educational Resources Information Center

Richardson, Ellis; And Others

1980-01-01

The relationship between subtests of the Illinois Test of Psycholinguistic Abilities and the Developmental Test of Visual-Motor Integration to a comprehensive battery of reading measures was investigated in a sample of 77 poor readers in grades 2 through 6. (Author/PHR)
Does Dyslexia Exist?

ERIC Educational Resources Information Center

Elliott, Julian G.; Gibbs, Simon

2008-01-01

In this paper we argue that attempts to distinguish between categories of "dyslexia" and "poor reader" or "reading disabled" are scientifically unsupportable, arbitrary and thus potentially discriminatory. We do not seek to veto scientific curiosity in examining underlying factors in reading disability, for seeking greater understanding of the…
Assessing Learned Helplessness in Poor Readers.

ERIC Educational Resources Information Center

Winograd, Peter; Niquette, Garland

1988-01-01

Feelings of helplessness can impact on learning to read. This research review illustrates problems in assessing learned helplessness, including instrumentation inadequacies, lack of comprehensive causal schemes, context specificity, etc. Observations of and discussions with the child are recommended in the assessment process. Guidelines for…

Lexical Processing Skill in College-Age Resilient Readers

ERIC Educational Resources Information Center

Welcome, Suzanne E.; Chiarello, Christine; Halderman, Laura K.; Leonard, Christiana M.

2009-01-01

Despite an extensive literature linking individual differences in phonological processing to reading ability, some adults show normal text comprehension abilities despite poor pseudoword reading (Jackson & Doellinger (2002). "Journal of Educational Psychology," 94, 64-78). This study was undertaken to investigate differences between these…
Pinyin Invented Spelling in Mandarin Chinese-Speaking Children With and Without Reading Difficulties.

PubMed

Ding, Yi; Liu, Ru-De; McBride, Catherine; Zhang, Dake

2015-01-01

This study examined analytical pinyin (a phonological coding system for teaching pronunciation and lexical tones of Chinese characters) skills in 54 Mandarin-speaking fourth graders by using an invented spelling instrument that tapped into syllable awareness, phoneme awareness, lexical tones, and tone sandhi in Chinese. Pinyin invented spelling was significantly correlated with Chinese character recognition and Chinese phonological awareness (i.e., syllable deletion and phoneme deletion). In comparison to good and average readers, poor readers performed significantly worse on the invented spelling task, and a difference was also found between average and good readers. To differentiate readers at different levels, the pinyin invented spelling task, which examined both segmental and suprasegmental elements, was superior to the typical phonological awareness task, which examined segments only. Within this new task, items involving tone sandhi (Chinese language changes in which the tones of words alter according to predetermined rules) were more difficult to manipulate than were those without tone sandhi. The findings suggest that this newly developed task may be optimal for tapping unique phonological and linguistic features in reading of Chinese and examining particular tonal difficulties in struggling Chinese readers. In addition, the results suggest that phonics manipulations within tasks of phonological and tonal awareness can alter their difficulty levels. © Hammill Institute on Disabilities 2014.
Learning with sublexical information from emerging reading vocabularies in exceptionally early and normal reading development.

PubMed

Thompson, G Brian; Fletcher-Flinn, Claire M; Wilson, Kathryn J; McKay, Michael F; Margrain, Valerie G

2015-03-01

Predictions from theories of the processes of word reading acquisition have rarely been tested against evidence from exceptionally early readers. The theories of Ehri, Share, and Byrne, and an alternative, Knowledge Sources theory, were so tested. The former three theories postulate that full development of context-free letter sounds and awareness of phonemes are required for normal acquisition, while the claim of the alternative is that with or without such, children can use sublexical information from their emerging reading vocabularies to acquire word reading. Results from two independent samples of children aged 3-5, and 5 years, with mean word reading levels of 7 and 9 years respectively, showed underdevelopment of their context-free letter sounds and phoneme awareness, relative to their word reading levels and normal comparison samples. Despite such underdevelopment, these exceptional readers engaged in a form of phonological recoding that enabled pseudoword reading, at the level of older-age normal controls matched on word reading level. Moreover, in the 5-year-old sample further experiments showed that, relative to normal controls, they had a bias toward use of sublexical information from their reading vocabularies for phonological recoding of heterophonic pseudowords with irregular consistent spelling, and were superior in accessing word meanings independently of phonology, although only if the readers were without exposure to explicit phonics. The three theories were less satisfactory than the alternative theory in accounting for the learning of the exceptionally early readers. Copyright © 2014 Elsevier B.V. All rights reserved.
Subdural empyema: Clinical presentations and management options for an uncommon neurosurgical emergency in a developing country.

PubMed

Chikani, M C; Mezue, W; Okorie, E; Mbachu, C; Ndubisi, C; Chikani, U N

2017-10-01

Controversy regarding the best management strategy for subdural empyema (SDE) attests to the persisting poor outcomes for this uncommon life threatening intracranial suppurative process. Late presentation confounds the problem in developed countries. While craniotomy is commonly recommended, it is not always possible in late presentation with advanced morbidity. The aim of this study was to identify the pattern of clinical presentation and explore the outcomes following management of SDE using burr hole, aspiration, and drainage (BAAD) in resource poor settings. This is a retrospective review of prospectively collected data of 18 patients presenting with SDE over a period of 10 years from two neurosurgical centers. Data was abstracted on patients' demographic characteristics, sources of SDE, clinical presentation and site of infection, methods of diagnosis, organisms isolated, treatments received, and outcome. Collected data was entered into the Statistical Package for the Social Sciences version 17 software and subjected to descriptive analysis for all variables. Majority of the patients presented late with Glasgow Coma Scale score GCS of 9/15. Altered sensorium was noted in 14 (77.8%) of the patients, 11 (61.1%) out of the 14 patients had ≤ grade 3 of Bannister and Williams level of consciousness. The mainstay of treatment for all patients was BAAD of abscess and administration of appropriate antibiotics. Fourteen patients (77.8%) were discharged on grade A of H.W. Mauser's grading system. Three mortalities were recorded only in patients who had grade 4 Bannister and Williams grading. BAAD is the near approximated option to standard craniotomy management in a limited resource facility and it has a very good clinical outcome. However, more studies are required to draw the final conclusion.
Midlife sleep characteristics associated with late life cognitive function.

PubMed

Virta, Jyri J; Heikkilä, Kauko; Perola, Markus; Koskenvuo, Markku; Räihä, Ismo; Rinne, Juha O; Kaprio, Jaakko

2013-10-01

Previous studies with limited follow-up times have suggested that sleep-related traits are associated with an increased risk of incident dementia or cognitive decline. We investigated the association between midlife sleep characteristics and late life cognitive function. A follow-up study with a median follow-up time of 22.5 (range 15.8-25.7) years assessing the association between midlife sleep characteristics and later cognitive function. Questionnaire data from 1981 were used in the assessment of sleep characteristics, use of hypnotics, and covariates at baseline. Between 1999 and 2007, participants were assigned a linear cognitive score with a maximum score of 51 based on a telephone interview (mean score 38.3, SD 6.1). Linear regression analyses were controlled for age, sex, education, ApoE genotype, and follow-up time. 2,336 members of the Finnish Twin cohort who were at least 65 years of age. N/A. Baseline short (< 7 h/day) and long (> 8 h/day) sleepers had lower cognitive scores than participants sleeping 7-8 h/ day (β = -0.84, P = 0.014 and β = -1.66, P < 0.001, respectively). As compared to good sleep quality, poor or rather poor sleep quality was associated with a lower cognitive score (β = -1.00, P = 0.011). Also, the use of hypnotics ≥ 60 days per year was associated with poorer cognitive function (β = -1.92, P = 0.002). This is the first study indicating that midlife sleep length, sleep quality, and use of hypnotics are associated with late life cognitive function. Further confirmation is needed, but sleep-related characteristics may emerge as new risk factors for cognitive impairment.
A Republican Literature: A Study of Magazine Reading and Readers in Late-Eighteenth-Century New York.

ERIC Educational Resources Information Center

Nord, David Paul

A study focusing on the history of reading, or the uses of literacy, in the first years of the American republic examined the subscription list and content of "The New York Magazine; or, Literary Repository" for 1790. Data for the study were taken from the magazine's subscription list and from various biographical sources, such as the…
Thinking of Feeling: Hasan, Vygotsky, and Some Ruminations on the Development of Narrative Sensibility in Children

ERIC Educational Resources Information Center

Kellogg, David

2017-01-01

The late Ruqaiya Hasan was an enthusiastic but exacting reader of Vygotsky: she reproached him for lacking a theory of language use, for using an asocial model of education without class variation in semantic code, and above all for using an atomistic unit of analysis, namely lexical word meaning. In this paper, I take up these criticisms and…
Today's Teens, Their Problems, and Their Literature: Revisiting G. Robert Carlsen's "Books and the Teenage Reader" Thirty Years Later.

ERIC Educational Resources Information Center

Carroll, Pamela Sissi

1997-01-01

Revisits G. Robert Carlsen's call for the use of young adult literature in the classroom by looking specifically at the emotional and reading needs of older adolescents, those in the upper grades. Discusses problems associated with adolescence in the late twentieth century and lists recommended young adult books that touch on those issues. (TB)
A Reader's Guide to Gacs's "Positive Rates" Paper

NASA Astrophysics Data System (ADS)

Gray, Lawrence F.

2001-04-01

Peter Gacs's monograph, which follows this article, provides a counterexample to the important Positive Rates Conjecture. This conjecture, which arose in the late 1960's, was based on very plausible arguments, some of which come from statistical mechanics. During the long gestation period of the Gacs example, there has been a great deal of skepticism about the validity of his work. The construction and verification of Gacs's counterexample are unavoidably complex, and as a consequence, his paper is quite lengthy. But because of the novelty of the techniques and the significance of the result, his work deserves to become widely known. This reader's guide is intended both as a cheap substitute for reading the whole thing, as well as a warm-up for those who want to plumb its depths.
Evaluation of low-cost computer monitors for the detection of cervical spine injuries in the emergency room: an observer confidence-based study.

PubMed

Brem, M H; Böhner, C; Brenning, A; Gelse, K; Radkow, T; Blanke, M; Schlechtweg, P M; Neumann, G; Wu, I Y; Bautz, W; Hennig, F F; Richter, H

2006-11-01

To compare the diagnostic value of low-cost computer monitors and a Picture Archiving and Communication System (PACS) workstation for the evaluation of cervical spine fractures in the emergency room. Two groups of readers blinded to the diagnoses (2 radiologists and 3 orthopaedic surgeons) independently assessed-digital radiographs of the cervical spine (anterior-posterior, oblique and trans-oral-dens views). The radiographs of 57 patients who arrived consecutively to the emergency room in 2004 with clinical suspicion of a cervical spine injury were evaluated. The diagnostic values of these radiographs were scored on a 3-point scale (1 = diagnosis not possible/bad image quality, 2 = diagnosis uncertain, 3 = clear diagnosis of fracture or no fracture) on a PACS workstation and on two different liquid crystal display (LCD) personal computer monitors. The images were randomised to avoid memory effects. We used logistic mixed-effects models to determine the possible effects of monitor type on the evaluation of x ray images. To determine the overall effects of monitor type, this variable was used as a fixed effect, and the image number and reader group (radiologist or orthopaedic surgeon) were used as random effects on display quality. Group-specific effects were examined, with the reader group and additional fixed effects as terms. A significance level of 0.05 was established for assessing the contribution of each fixed effect to the model. Overall, the diagnostic score did not differ significantly between standard personal computer monitors and the PACS workstation (both p values were 0.78). Low-cost LCD personal computer monitors may be useful in establishing a diagnosis of cervical spine fractures in the emergency room.
The effects of reading comprehension and launch site on frequency-predictability interactions during paragraph reading.

PubMed

Whitford, Veronica; Titone, Debra

2014-01-01

We used eye movement measures of paragraph reading to examine whether word frequency and predictability interact during the earliest stages of lexical processing, with a specific focus on whether these effects are modulated by individual differences in reading comprehension or launch site (i.e., saccade length between the prior and currently fixated word--a proxy for the amount of parafoveal word processing). The joint impact of frequency and predictability on reading will elucidate whether these variables additively or multiplicatively affect the earliest stages of lexical access, which, in turn, has implications for computational models of eye movements during reading. Linear mixed effects models revealed additive effects during both early- and late-stage reading, where predictability effects were comparable for low- and high-frequency words. Moreover, less cautious readers (e.g., readers who engaged in skimming, scanning, mindless reading) demonstrated smaller frequency effects than more cautious readers. Taken together, our findings suggest that during extended reading, frequency and predictability exert additive influences on lexical and postlexical processing, and that individual differences in reading comprehension modulate sensitivity to the effects of word frequency.
Glycan Reader: Automated Sugar Identification and Simulation Preparation for Carbohydrates and Glycoproteins

PubMed Central

Jo, Sunhwan; Song, Kevin C.; Desaire, Heather; MacKerell, Alexander D.; Im, Wonpil

2011-01-01

Understanding how glycosylation affects protein structure, dynamics, and function is an emerging and challenging problem in biology. As a first step toward glycan modeling in the context of structural glycobiology, we have developed Glycan Reader and integrated it into the CHARMM-GUI, http://www.charmm-gui.org/input/glycan. Glycan Reader greatly simplifies the reading of PDB structure files containing glycans through (i) detection of carbohydrate molecules, (ii) automatic annotation of carbohydrates based on their three-dimensional structures, (iii) recognition of glycosidic linkages between carbohydrates as well as N-/O-glycosidic linkages to proteins, and (iv) generation of inputs for the biomolecular simulation program CHARMM with the proper glycosidic linkage setup. In addition, Glycan Reader is linked to other functional modules in CHARMM-GUI, allowing users to easily generate carbohydrate or glycoprotein molecular simulation systems in solution or membrane environments and visualize the electrostatic potential on glycoprotein surfaces. These tools are useful for studying the impact of glycosylation on protein structure and dynamics. PMID:21815173
Who do you refer to? How young students with mild intellectual disability confront anaphoric ambiguities in texts and sentences.

PubMed

Tavares, Gema; Fajardo, Inmaculada; Ávila, Vicenta; Salmerón, Ladislao; Ferrer, Antonio

2015-03-01

Along 2 experiments we tested the anaphoric pronoun resolution abilities of readers with intellectual disability in comparison with chronological and reading age-matched groups. In Experiment 1, the anaphor test of Elosúa, Carriedo, and García-Madruga (2009) confirmed that readers with intellectual disability (ID) are slower than control readers resolving clitic anaphoric pronouns, especially when the use of morphological cues (e.g. gender) is necessary. In order to test if the poor performance could be due to low levels of metacognitive skills during reading, an inconsistency detection task combined with eye tracking was designed in Experiment 2. Participants read short texts with an anaphoric pronoun in the fifth sentence, either morphologically (gender) consistent or not with the information provided in the second sentence. The scores in the anaphor comprehension questions presented after the text confirmed that readers with ID are affected by the gender inconsistency but they are unable to explicitly report it and recover from it, as the number of re-fixations after reading the critical sentence suggests. As their answers to the explicit detection questions showed, the adults control group did not show any preference for morphosyntax or semantics in spite of being aware of the inconsistency. In sum, both groups of readers with and without ID are affected by inconsistencies, but ID readers do not have appropriate metacognitive skills to explicitly identify the source of the inconsistency and fix it. Copyright © 2014 Elsevier Ltd. All rights reserved.
Exploring the Influence of Emerging Media Technologies on Public High School Teachers

ERIC Educational Resources Information Center

Eldridge, John A.

2010-01-01

The purpose of this research is to better understand the influence emerging media technologies such as MP3 players, cell phones, and social networking sites are having on teachers in public high schools. Through the experiences teachers and staff members shared with us, the reader will gain a better understanding of how teachers and staff members…
Linking School and Community To Build National Recruitment and Preparation Programs for Teachers of Color: Emerging Leadership Qualities.

ERIC Educational Resources Information Center

Hudson, Mildred J.

1998-01-01

Discusses the emerging leadership qualities needed to establish and administer programs to recruit and prepare teachers of color. The discussion is derived from experience with the Pathways to Teaching Careers initiative funded by the DeWitt Wallace-Reader's Digest Fund. The importance of linking efforts by educational leaders is stressed. (SLD)
A Volcano Rekindled: The Renewed Eruption of Mount St. Helens, 2004-2006

USGS Publications Warehouse

Sherrod, David R.; Scott, William E.; Stauffer, Peter H.

2008-01-01

Mount St. Helens began a dome-building eruption in September 2004 after nearly two decades of quiescence. Dome growth was initially robust, became more sluggish with time, and ceased completely in late January 2008. The volcano has been quiet again since January 2008. Professional Paper 1750 describes the first 1 1/2 years of this eruptive activity, chiefly from September 2004 until December 2005. Its 37 chapters contain contributions of 87 authors from 23 institutions, including the U.S. Geological Survey, Forest Service, many universities, and local and State emergency management agencies. Chapter topics range widely - from seismology, geology, geodesy, gas geochemistry, and petrology to the human endeavor required for managing the public volcanic lands and distributing information during the hectic early days of a renewed eruption. In PDF format, the book may be downloaded in its entirety or by its topical sections, each section including a few prefatory paragraphs that describe the general findings, recurrent themes, and, in some cases, the unanswered questions that arise repeatedly. Those readers who prefer downloading the smaller files of only a chapter or two have this option available as well. Readers are directed to chapter 1 for a general overview of the eruption and the manner in which different chapters build our knowledge of events. More detailed summaries for specific topics can be found in chapter 2 (seismology), chapter 9 (geology), chapter 14 (deformation), chapter 26 (gas geochemistry), and chapter 30 (petrology). The printed version of the book may be purchased as a hardback weighty tome (856 printed pages) that includes a DVD replete with the complete online version, including all chapters and several additional appendixes not in the printed book.
Reading for sound with dyslexia: evidence for early orthographic and late phonological integration deficits.

PubMed

Savill, Nicola J; Thierry, Guillaume

2011-04-18

Deteriorated phonological representations are widely assumed to be the underlying cause of reading difficulties in developmental dyslexia; however, existing evidence also implicates degraded orthographic processing. Here, we used event-related potentials whilst dyslexic and control adults performed a pseudoword-word priming task requiring deep phonological analysis to examine phonological and orthographic priming, respectively. Pseudowords were manipulated to be homophonic or non-homophonic to a target word and more or less orthographically similar. Since previous ERP research with normal readers has established phonologically driven differences as early as 250 ms from word presentation, degraded phonological representations were expected to reveal reduced phonological priming in dyslexic readers from 250 ms after target word onset. However, phonological priming main effects in both the N2 and P3 ranges were indistinguishable in amplitude between groups. Critically, we found group differences in the N1 range, such that orthographic modulations observed in controls were absent in the dyslexic group. Furthermore, early group differences in phonological priming transpired as interactions with orthographic priming (in P2, N2 and P3 ranges). A group difference in phonological priming did not emerge until the P600 range, in which the dyslexic group showed significantly attenuated priming. As the P600 is classically associated with online monitoring and reanalysis, this pattern of results suggest that during deliberate phonological processing, the phonological deficit in reading may relate more to inefficient monitoring rather than deficient detection. Meanwhile, early differences in perceptual processing of phonological information may be driven by the strength of engagement with orthographic information. Copyright © 2011 Elsevier B.V. All rights reserved.
Explanation Generation, Not Explanation Expectancy, Improves Metacomprehension Accuracy

ERIC Educational Resources Information Center

Fukaya, Tatsushi

2013-01-01

The ability to monitor the status of one's own understanding is important to accomplish academic tasks proficiently. Previous studies have shown that comprehension monitoring (metacomprehension accuracy) is generally poor, but improves when readers engage in activities that access valid cues reflecting their situation model (activities such as…
Saved by the BEL.

ERIC Educational Resources Information Center

Eppolito, Antonio; And Others

1995-01-01

BEL, a partnership involving Blue Cross/Blue Shield of Central New York, a Syracuse elementary school, and Le Moyne College, provides an effective, low-cost, individually tailored supplemental reading program allowing poor readers to catch up with their classmates. Le Moyne supplies undergraduate tutors and a van; the insurance company provides…
Canine parvovirus--a review of epidemiological and diagnostic aspects, with emphasis on type 2c.

PubMed

Decaro, Nicola; Buonavoglia, Canio

2012-02-24

Canine parvovirus type 2 (CPV-2) emerged in late 1970s causing severe epizootics in kennels and dog shelters worldwide. Soon after its emergence, CPV-2 underwent genetic evolution giving rise consecutively to two antigenic variants, CPV-2a and CPV-2b that replaced progressively the original type. In 2000, a new antigenic variant, CPV-2c, was detected in Italy and rapidly spread to several countries. In comparison to the original type CPV-2, the antigenic variants display increased pathogenicity in dogs and extended host range, being able to infect and cause disease in cats. Epidemiological survey indicate that the newest type CPV-2c is becoming prevalent in different geographic regions and is often associated to severe disease in adult dogs and also in dogs that have completed the vaccination protocols. However, the primary cause of failure of CPV vaccination is interference by maternally derived immunity. Diagnosis of CPV infection by traditional methods has been shown to be poorly sensitive, especially in the late stages of infections. New diagnostic approaches based on molecular methods have been developed for sensitive detection of CPV in clinical samples and rapid characterisation of the viral type. Continuous surveillance will help assess whether there is a real need to update currently available vaccines and diagnostic tests. Copyright © 2011 Elsevier B.V. All rights reserved.

Area Handbook Series: Zimbabwe: A Country Study

DTIC Science & Technology

1982-08-01

not be construed as an official Department of the Army position, policy, or decision, unless so designated by other official documentation. The authors...see table A). Claimed in the late nineteenth century by Cecil Rhodes’ British South Africa Company as part of a larger territory designated Rhodesia...has used the term Rhodesia except in situations where the historical significance of the other designations appears more appropriate to the reader’s
The association of sleep and late-night cell phone use among adolescents.

PubMed

Amra, Babak; Shahsavari, Ali; Shayan-Moghadam, Ramin; Mirheli, Omid; Moradi-Khaniabadi, Bita; Bazukar, Mehdi; Yadollahi-Farsani, Ashkan; Kelishadi, Roya

This study aims to assess the relationship of late-night cell phone use with sleep duration and quality in a sample of Iranian adolescents. The study population consisted of 2400 adolescents, aged 12-18 years, living in Isfahan, Iran. Age, body mass index, sleep duration, cell phone use after 9p.m., and physical activity were documented. For sleep assessment, the Pittsburgh Sleep Quality Index questionnaire was used. The participation rate was 90.4% (n=2257 adolescents). The mean (SD) age of participants was 15.44 (1.55) years; 1270 participants reported to use cell phone after 9p.m. Overall, 56.1% of girls and 38.9% of boys reported poor quality sleep, respectively. Wake-up time was 8:17 a.m. (2.33), among late-night cell phone users and 8:03a.m. (2.11) among non-users. Most (52%) late-night cell phone users had poor sleep quality. Sedentary participants had higher sleep latency than their peers. Adjusted binary and multinomial logistic regression models showed that late-night cell users were 1.39 times more likely to have a poor sleep quality than non-users (p-value<0.001). Late-night cell phone use by adolescents was associated with poorer sleep quality. Participants who were physically active had better sleep quality and quantity. As part of healthy lifestyle recommendations, avoidance of late-night cell phone use should be encouraged in adolescents. Copyright © 2017. Published by Elsevier Editora Ltda.
Electronic Books versus Adult Readers: Effects on Children's Emergent Literacy as a Function of Social Class

ERIC Educational Resources Information Center

Korat, Ofra; Shamir, A.

2007-01-01

We compared the effects of children's reading of an educational electronic storybook on their emergent literacy with those of being read the same story in its printed version by an adult. We investigated 128 5- to 6-year-old kindergarteners; 64 children from each of two socio-economic status (SES) groups: low (LSES) and middle (MSES). In each…
The Effects of Childhood and Adolescent Adversity on Substance Use Disorders and Poor Health in Early Adulthood

PubMed Central

Wolitzky-Taylor, Kate; Sewart, Amy; Vrshek-Schallhorn, Suzanne; Zinbarg, Richard; Mineka, Susan; Hammen, Constance; Bobova, Lyuba; Adam, Emma K.; Craske, Michelle G.

2016-01-01

Childhood and adolescent adversity have been shown to predict later mental and physical health outcomes. Understanding which aspects and developmental timings of adversity are important, and the mechanisms by which they have their impact may help guide intervention approaches. A large subset of adolescents (N = 457; Female 68.9%) from the 10-year longitudinal Youth Emotion Project was examined to better understand the associations among childhood/adolescent adversity, substance use disorder, and later health quality. Adolescent (but not childhood) adversities were associated with poorer health in late adolescence/early adulthood, adolescent adversities were associated with subsequent onset of substance use disorder, and adolescent adversities continued to be associated with poorer health in late adolescence/early adulthood after accounting for the variance explained by substance use disorder onset. These associations were observed after statistically accounting for emotional disorders and socioeconomic status. Specific domains of adversity uniquely predicted substance use disorder and poorer health outcomes. In contrast with current recent research, our findings suggest the association between childhood/adolescent adversity and poorer health outcomes in late adolescence and emerging adulthood are not entirely accounted for by substance use disorder, suggesting efforts to curtail family-based adolescent adversity may have downstream health benefits. PMID:27613006
The Effects of Childhood and Adolescent Adversity on Substance Use Disorders and Poor Health in Early Adulthood.

PubMed

Wolitzky-Taylor, Kate; Sewart, Amy; Vrshek-Schallhorn, Suzanne; Zinbarg, Richard; Mineka, Susan; Hammen, Constance; Bobova, Lyuba; Adam, Emma K; Craske, Michelle G

2017-01-01

Childhood and adolescent adversity have been shown to predict later mental and physical health outcomes. Understanding which aspects and developmental timings of adversity are important, and the mechanisms by which they have their impact may help guide intervention approaches. A large subset of adolescents (N = 457; Female 68.9 %) from the 10-year longitudinal Youth Emotion Project was examined to better understand the associations among childhood/adolescent adversity, substance use disorder, and later health quality. Adolescent (but not childhood) adversities were associated with poorer health in late adolescence/early adulthood, adolescent adversities were associated with subsequent onset of substance use disorder, and adolescent adversities continued to be associated with poorer health in late adolescence/early adulthood after accounting for the variance explained by substance use disorder onset. These associations were observed after statistically accounting for emotional disorders and socioeconomic status. Specific domains of adversity uniquely predicted substance use disorder and poorer health outcomes. In contrast with current recent research, our findings suggest the association between childhood/adolescent adversity and poorer health outcomes in late adolescence and emerging adulthood are not entirely accounted for by substance use disorder, suggesting efforts to curtail family-based adolescent adversity may have downstream health benefits.
The Earliest Evidence of Holometabolan Insect Pupation in Conifer Wood

PubMed Central

Tapanila, Leif; Roberts, Eric M.

2012-01-01

Background The pre-Jurassic record of terrestrial wood borings is poorly resolved, despite body fossil evidence of insect diversification among xylophilic clades starting in the late Paleozoic. Detailed analysis of borings in petrified wood provides direct evidence of wood utilization by invertebrate animals, which typically comprises feeding behaviors. Methodology/Principal Findings We describe a U-shaped boring in petrified wood from the Late Triassic Chinle Formation of southern Utah that demonstrates a strong linkage between insect ontogeny and conifer wood resources. Xylokrypta durossi new ichnogenus and ichnospecies is a large excavation in wood that is backfilled with partially digested xylem, creating a secluded chamber. The tracemaker exited the chamber by way of a small vertical shaft. This sequence of behaviors is most consistent with the entrance of a larva followed by pupal quiescence and adult emergence — hallmarks of holometabolous insect ontogeny. Among the known body fossil record of Triassic insects, cupedid beetles (Coleoptera: Archostemata) are deemed the most plausible tracemakers of Xylokrypta, based on their body size and modern xylobiotic lifestyle. Conclusions/Significance This oldest record of pupation in fossil wood provides an alternative interpretation to borings once regarded as evidence for Triassic bees. Instead Xylokrypta suggests that early archostematan beetles were leaders in exploiting wood substrates well before modern clades of xylophages arose in the late Mesozoic. PMID:22355387
Using Multisensory Phonics to Foster Reading Skills of Adolescent Delinquents

ERIC Educational Resources Information Center

Warnick, Kristan; Caldarella, Paul

2016-01-01

This study examined the effectiveness of a multisensory phonics-based reading remediation program for adolescent delinquents classified as poor readers living at a residential treatment center. We used a pretest--posttest control group design with random assignment. The treatment group participated in a 30-hr multisensory phonics reading…
Straussian Grounded-Theory Method: An Illustration

ERIC Educational Resources Information Center

Thai, Mai Thi Thanh; Chong, Li Choy; Agrawal, Narendra M.

2012-01-01

This paper demonstrates the benefits and application of Straussian Grounded Theory method in conducting research in complex settings where parameters are poorly defined. It provides a detailed illustration on how this method can be used to build an internationalization theory. To be specific, this paper exposes readers to the behind-the-scene work…
Map Feature Content and Text Recall of Good and Poor Readers.

ERIC Educational Resources Information Center

Amlund, Jeanne T.; And Others

1985-01-01

Reports two experiments evaluating the effect of map feature content on text recall by subjects of varying reading skill levels. Finds that both experiments support the conjoint retention hypothesis, in which dual-coding of spatial and verbal information and their interaction in memory enhance recall. (MM)
Developing the Sixth Sense: Play

ERIC Educational Resources Information Center

Baines, Lawrence A.; Slutsky, Ruslan

2009-01-01

Traditional ways of teaching--working from a textbook, designing quizzes, and assigning seat work--are predicated on the idea of students' ability and desire to self-regulate. However, these sedentary techniques are ineffective with unmotivated students and poor readers. Teachers commonly invoke fear of failure in an attempt to engage students in…
The Impact of Language Ability and Text Variables on Sixth-Grade Students' Comprehension.

ERIC Educational Resources Information Center

Penning, Marge J.; Raphael, Taffy E.

1991-01-01

Examines differences in language ability between normally achieving students and learning-disabled students with reading comprehension problems. Poor comprehending students differed from normal achievers for all language measures and in the manner that reader- and text-related variables predicted comprehension. Results supported the positive role…
Identification and Remediation of Learning Disability Subtypes: Preliminary Findings.

ERIC Educational Resources Information Center

Lyon, G. Reid

1985-01-01

Current literature on identification and instructional remediation of subtypes of learning-disabled readers (LDR) are reviewed. Preliminary findings suggest that not all LDR children manifest the same oral language, memory, and perceptual deficits that impede decoding accuracy and efficiency and all do not respond equally well (or poorly) to the…
Home Economics Reading Skills: Problems and Selected References.

ERIC Educational Resources Information Center

Cranney, A. Garr; And Others

Home economics presents at least eight problems to secondary school reading teachers. These problems include poor readers, difficult reading material, lack of reading materials, teachers' lack of training in reading instruction, scarce information about home economics for reading teachers, diversity of the home economics field (requiring a wide…
Reading Big Words: Instructional Practices to Promote Multisyllabic Word Reading Fluency

ERIC Educational Resources Information Center

Toste, Jessica R.; Williams, Kelly J.; Capin, Philip

2017-01-01

Poorly developed word recognition skills are the most pervasive and debilitating source of reading challenges for students with learning disabilities (LD). With a notable decrease in word reading instruction in the upper elementary grades, struggling readers receive fewer instructional opportunities to develop proficient word reading skills, yet…
Math Disabilities and Reading Disabilities: Can They Be Separated?

ERIC Educational Resources Information Center

Swanson, H. Lee; Jerman, Olga; Zheng, Xinhua

2009-01-01

This article synthesizes some of the published literature that selectively compares the cognitive functioning of children with math disabilities (MDs) with average-achieving children and poor readers (children with reading disabilities [RDs] or comorbid disabilities [RDs + MDs]). All studies in the synthesis report reading, IQ, and math scores for…
Status Report on Speech Research, July 1994-December 1995.

ERIC Educational Resources Information Center

Fowler, Carol A., Ed.

This publication (one of a series) contains 19 articles which report the status and progress of studies on the nature of speech, instruments for its investigation, and practical applications. Articles are: "Speech Perception Deficits in Poor Readers: Auditory Processing or Phonological Coding?" (Maria Mody and others); "Auditory…
Morphosyntax and Logical Abilities in Italian Poor Readers: The Problem of SLI Under-Identification

ERIC Educational Resources Information Center

Arosio, Fabrizio; Pagliarini, Elena; Perugini, Maria; Barbieri, Lina; Guasti, Maria Teresa

2016-01-01

The study investigated morphosyntactic abilities and semantic-pragmatic competence in 24 children with developmental dyslexia aged 7-12 years. Morphosyntactic abilities were investgated in a direct object clitic production task, semantic-pragmatic competence in a quantifier comprehension task. Children with dyslexia produced fewer clitics than…
Reading Ability Is Negatively Related to Stroop Interference

ERIC Educational Resources Information Center

Protopapas, Athanassios; Archonti, Anastasia; Skaloumbakas, Christos

2007-01-01

Stroop interference is often taken as evidence for reading automaticity even though young and poor readers, who presumably lack reading automaticity, present strong interference. Here the relationship between reading skills and Stroop interference was studied in a 7th-grade sample. Greater interference was observed in children diagnosed with…
Adults Who Read Like Children: The Psycholinguistic Bases. Final Report.

ERIC Educational Resources Information Center

Read, Charles

A study examined basic reading skills among men in prison, comparing poor and adequate readers with respect to comprehension, decoding, short-term memory, and speech perception. Subjects, 88 inmates of normal intelligence, normal hearing, and no significant speech abnormalities, at a minimum-security prison, were given reading comprehension tests…
Teaching Reading at the Work Site.

ERIC Educational Resources Information Center

Ediger, Marlow

Inadequate self-concepts develop due to being a poor and insecure reader. Any company invests time and money wisely if it provides individuals opportunities to develop needed reading skills at the workplace. There are selected prerequisites for reading instructors to stress when teaching at the workplace: (1) the instructor needs to have basic…

Orthographic learning and the role of text-to-speech software in Dutch disabled readers.

PubMed

Staels, Eva; Van den Broeck, Wim

2015-01-01

In this study, we examined whether orthographic learning can be demonstrated in disabled readers learning to read in a transparent orthography (Dutch). In addition, we tested the effect of the use of text-to-speech software, a new form of direct instruction, on orthographic learning. Both research goals were investigated by replicating Share's self-teaching paradigm. A total of 65 disabled Dutch readers were asked to read eight stories containing embedded homophonic pseudoword targets (e.g., Blot/Blod), with or without the support of text-to-speech software. The amount of orthographic learning was assessed 3 or 7 days later by three measures of orthographic learning. First, the results supported the presence of orthographic learning during independent silent reading by demonstrating that target spellings were correctly identified more often, named more quickly, and spelled more accurately than their homophone foils. Our results support the hypothesis that all readers, even poor readers of transparent orthographies, are capable of developing word-specific knowledge. Second, a negative effect of text-to-speech software on orthographic learning was demonstrated in this study. This negative effect was interpreted as the consequence of passively listening to the auditory presentation of the text. We clarify how these results can be interpreted within current theoretical accounts of orthographic learning and briefly discuss implications for remedial interventions. © Hammill Institute on Disabilities 2013.
Teaching Decoding Strategies without Destroying Story.

ERIC Educational Resources Information Center

Kane, Sharon

1999-01-01

Argues that deep coding skills must and can be introduced, taught, practiced, and reinforced within contexts meaningful to students. Shows how teachers can provide these meaningful educational contexts within which decoding strategies make sense to emerging readers. (SR)
The emergence of modern type rain forests and mangroves and their traces in the palaeobotanical record during the Late Cretaceous and early Tertiary

NASA Astrophysics Data System (ADS)

Mohr, Barbara; Coiffard, Clément

2014-05-01

The origin of modern rain forests is still very poorly known. This ecosystem could have potentially fully evolved only after the development of relatively high numbers of flowering plant families adapted to rain forest conditions. During the early phase of angiosperm evolution in the early Cretaceous the palaeo-equatorial region was located in a seasonally dry climatic belt, so that during this phase, flowering plants often show adaptations to drought, rather than to continuously wet climate conditions. Therefore it is not surprising that except for the Nymphaeales, the most basal members of extant angiosperm families have members that do not necessarily occur in the continuously wet tropics today. However, during the late Early Cretaceous several clades emerged that later would give rise to families that are typically found today mostly in (shady) moist places in warmer regions. This is especially seen among the monocotyledons, a group of the mesangiosperms, that developed in many cases large leaves often with very specific venation patterns that make these leaves very unique and well recognizable. Especially members of three groups are here of interest: the arum family (Araceae), the palms (Arecaceae) and the Ginger and allies (Zingiberales). The earliest fossil of Araceae are restricted to low latitudes during the lower Cretaceous. Arecaceae and Zingiberales do not appear in the fossil record before the early late Cretaceous and occur at mid latitudes. During the Late Cretaceous, Araceae are represented at mid latitudes by non-tropical early diverging members and at low latitudes by derived rainforest members. Palms became widespread during the Late Cretataceous and also Nypa, a typical element of tropical to subtropical mangrove environments evolved during this time period. During the Paleocene Arecaceae appear to be restricted to lower latitudes as well as Zingiberales. All three groups are again widespread during the Eocene, reaching higher latitudes and probably diversifying at mid latitudes. Later on, they slowly became restricted to lower latitudes as seen today. This fluctuation appears to be linked to climate change and are still reflected by the regional diversity of these groups, which reflect rather well rain forest evolution. When tracing the fossil record of rain forest plants we clearly see a pattern that suggests the onset of this type of environment during the late Late Cretaceous and spread during the early Tertiary with phases of retreat during the Oligocene and from the mid-Miocene onwards.
Emerging technologies to support independent living of older adults at risk.

PubMed

Hanson, Gregory J; Takahashi, Paul Y; Pecina, Jennifer L

2013-01-01

The aging of the population is expected to place an unprecedented strain on health care systems over the next two decades and beyond. Emerging electronic monitoring technologies provide opportunities to learn about the aging process, age-related diseases, and contribute to new, cost effective care models that preserve independence at home for older adults at risk. The goals of this article are to familiarize the reader with emerging technologies and potential applications to older adults' at-risk, review the current literature about the clinical and economic outcomes of emerging technologies, and to outline future directions and challenges.
Improving decision making in crisis.

PubMed

Higgins, Guy; Freedman, Jennifer

2013-01-01

The most critical activity during emergencies or crises is making decisions about what to do next. This paper provides insights into the challenges that people face in making decisions at any time, but particularly during emergencies and crises. It also introduces the reader to the concept of different sense-making/decision-making domains, the human behaviours that can adversely affect decision making - decision derailers - and ways in which emergency responders can leverage this knowledge to make better decisions. While the literature on decision making is extensive, this paper is focused on those aspects that apply particularly to decision making in emergencies or times of crisis.
Filament formation associated with spirochetal infection: a comparative approach to Morgellons disease

PubMed Central

Middelveen, Marianne J; Stricker, Raphael B

2011-01-01

Bovine digital dermatitis is an emerging infectious disease that causes lameness, decreased milk production, and weight loss in livestock. Proliferative stages of bovine digital dermatitis demonstrate keratin filament formation in skin above the hooves in affected animals. The multifactorial etiology of digital dermatitis is not well understood, but spirochetes and other coinfecting microorganisms have been implicated in the pathogenesis of this veterinary illness. Morgellons disease is an emerging human dermopathy characterized by the presence of filamentous fibers of undetermined composition, both in lesions and subdermally. While the etiology of Morgellons disease is unknown, there is serological and clinical evidence linking this phenomenon to Lyme borreliosis and coinfecting tick-borne agents. Although the microscopy of Morgellons filaments has been described in the medical literature, the structure and pathogenesis of these fibers is poorly understood. In contrast, most microscopy of digital dermatitis has focused on associated pathogens and histology rather than the morphology of late-stage filamentous fibers. Clinical, laboratory, and microscopic characteristics of these two diseases are compared. PMID:22253541
Filament formation associated with spirochetal infection: a comparative approach to Morgellons disease.

PubMed

Middelveen, Marianne J; Stricker, Raphael B

2011-01-01

Bovine digital dermatitis is an emerging infectious disease that causes lameness, decreased milk production, and weight loss in livestock. Proliferative stages of bovine digital dermatitis demonstrate keratin filament formation in skin above the hooves in affected animals. The multifactorial etiology of digital dermatitis is not well understood, but spirochetes and other coinfecting microorganisms have been implicated in the pathogenesis of this veterinary illness. Morgellons disease is an emerging human dermopathy characterized by the presence of filamentous fibers of undetermined composition, both in lesions and subdermally. While the etiology of Morgellons disease is unknown, there is serological and clinical evidence linking this phenomenon to Lyme borreliosis and coinfecting tick-borne agents. Although the microscopy of Morgellons filaments has been described in the medical literature, the structure and pathogenesis of these fibers is poorly understood. In contrast, most microscopy of digital dermatitis has focused on associated pathogens and histology rather than the morphology of late-stage filamentous fibers. Clinical, laboratory, and microscopic characteristics of these two diseases are compared.
Withholding nutrition on the conscious mentally disabled patient: a review and commentary.

PubMed

Veatch, Robert M

2002-01-01

A recent important and poorly publicized legal case in California raised the question of whether the wife of a severely mentally disabled man could intentionally withhold medically supplied nutrition from him on the grounds that it was no longer providing benefits. Rita L. Marker has published a detailed case report and analysis. The readers of the Newsletter on Ethics and Intellectual Disability should know about her analysis. A summary is presented here together with some observations about the issues the case raises. Readers are encouraged to consult the original article: Rita L. Marker, "Mental Disability and Death by Dehydration." National Catholic Bioethics Quarterly 2 (Spring 2002): 125-36. All quotations are from the Marker analysis.
Effects of a Randomized Reading Intervention Study Aimed at 9-Year-Olds: A 5-Year Follow-up.

PubMed

Wolff, Ulrika

2016-05-01

The present paper reports on a 5-year follow-up of a randomized reading intervention in grade 3 in Sweden. An intervention group (n = 57) received daily training for 12 weeks in phoneme/grapheme mapping, reading comprehension and reading speed, whereas a control group (n = 55) participated in ordinary classroom activities. The main aim was to investigate if there were remaining effects of the intervention on reading-related skills. Previous analyses showed that the intervention group performed significantly better than the control group on spelling, reading speed, reading comprehension and phoneme awareness at the immediate post-test with sustained effects 1 year later. Results from the 5-year follow-up show that the only significant difference between the intervention (n = 47) and the control group (n = 37) was on word decoding. There was also a significant interaction effect of group assignment and initial word decoding, in the way that the lowest-performing students benefitted the most from the intervention. Another aim was to examine if the children identified in a screening (n = 2212) as poor readers in grade 2 still performed worse than typical readers. The analyses showed that the typically developing students (n = 66) outperformed the students identified as poor readers in grade 2 on working memory, spelling, reading comprehension and word decoding. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.
Development of Tract-Specific White Matter Pathways During Early Reading Development in At-Risk Children and Typical Controls.

PubMed

Wang, Yingying; Mauer, Meaghan V; Raney, Talia; Peysakhovich, Barbara; Becker, Bryce L C; Sliva, Danielle D; Gaab, Nadine

2017-04-01

Developmental dyslexia is a neurodevelopmental disorder with a strong genetic basis. Previous studies observed white matter alterations in the left posterior brain regions in adults and school-age children with dyslexia. However, no study yet has examined the development of tract-specific white matter pathways from the pre-reading to the fluent reading stage in children at familial risk for dyslexia (FHD+) versus controls (FHD-). This study examined white matter integrity at pre-reading, beginning, and fluent reading stages cross-sectionally ( n = 78) and longitudinally (n = 45) using an automated fiber-tract quantification method. Our findings depict white matter alterations and atypical lateralization of the arcuate fasciculus at the pre-reading stage in FHD+ versus FHD- children. Moreover, we demonstrate faster white matter development in subsequent good versus poor readers and a positive association between white matter maturation and reading development using a longitudinal design. Additionally, the combination of white matter maturation, familial risk, and psychometric measures best predicted later reading abilities. Furthermore, within FHD+ children, subsequent good readers exhibited faster white matter development in the right superior longitudinal fasciculus compared with subsequent poor readers, suggesting a compensatory mechanism. Overall, our findings highlight the importance of white matter pathway maturation in the development of typical and atypical reading skills. Published by Oxford University Press 2016. This work is written by (a) US Government employee(s) and is in the public domain in the US.
Improved dark blood late gadolinium enhancement (DB-LGE) imaging using an optimized joint inversion preparation and T2 magnetization preparation.

PubMed

Basha, Tamer A; Tang, Maxine C; Tsao, Connie; Tschabrunn, Cory M; Anter, Elad; Manning, Warren J; Nezafat, Reza

2018-01-01

To develop a dark blood-late gadolinium enhancement (DB-LGE) sequence that improves scar-blood contrast and delineation of scar region. The DB-LGE sequence uses an inversion pulse followed by T 2 magnetization preparation to suppress blood and normal myocardium. Time delays inserted after preparation pulses and T 2 -magnetization-prep duration are used to adjust tissue contrast. Selection of these parameters was optimized using numerical simulations and phantom experiments. We evaluated DB-LGE in 9 swine and 42 patients (56 ± 14 years, 33 male). Improvement in scar-blood contrast and overall image quality was subjectively evaluated by two independent readers (1 = poor, 4 = excellent). The signal ratios among scar, blood, and myocardium were compared. Simulations and phantom studies demonstrated that simultaneous nulling of myocardium and blood can be achieved by selecting appropriate timing parameters. The scar-blood contrast score was significantly higher for DB-LGE (P < 0.001) with no significant difference in overall image quality (P > 0.05). Scar-blood signal ratios for DB-LGE versus LGE were 5.0 ± 2.8 versus 1.5 ± 0.5 (P < 0.001) for patients, and 2.2 ± 0.7 versus 1.0 ± 0.4 (P = 0.0023) for animals. Scar-myocardium signal ratios were 5.7 ± 2.9 versus 6.3 ± 2.6 (P = 0.35) for patients, and 3.7 ± 1.1 versus 4.1 ± 2.0 (P = 0.60) for swine. The DB-LGE sequence simultaneously reduces normal myocardium and blood signal intensity, thereby enhancing scar-blood contrast while preserving scar-myocardium contrast. Magn Reson Med 79:351-360, 2018. © 2017 International Society for Magnetic Resonance in Medicine. © 2017 International Society for Magnetic Resonance in Medicine.
Action Imitation at 1.5 Years Is Better than Pointing Gesture in Predicting Late Development of Language Production at 3 Years of Age

ERIC Educational Resources Information Center

Zambrana, Imac M.; Ystrom, Eivind; Schjolberg, Synnve; Pons, Francisco

2013-01-01

This study examined whether poor pointing gestures and imitative actions at 18 months of age uniquely predicted late language production at 36 months, beyond the role of poor language at 18 months of age. Data from the Norwegian Mother and Child Cohort Study were utilized. Maternal reports of the children's nonverbal skills and language were…
Memory, forgetting, and economic crisis: drug use and social fragmentation in an Argentine shantytown.

PubMed

Epele, Maria E

2010-03-01

Closely linked to the increase in psychotropic pill consumption, forgetting and remembering emerged from devastated social scenarios as a new local idiom among poor youth in the late 1990s and the new millennium. Drawing on ethnographic fieldwork carried out during the years of the deepest economic crisis in Argentina (2001-03), I argue that psychotropic pill consumption is associated with not only deteriorating economic conditions but also changes in the quality and price of cocaine, and in the scarcity and subsequent change of status of medications during the economic breakdown. Taking into account developments in the field of memory studies, I examine the relationship among political economy, social memory work, and changing drug-use practices. Regarding memory as a social practice, I argue that the growth of psychotropic pill consumption in the late 1990s can be understood through the interplay of Paul Ricoeur's notions regarding different kinds and levels of forgetting. By analyzing changing survival strategies, social network dismantlement, changing mortality patterns, and abusive police repression, I discuss how social fragmentation engendered by structural reforms has modified social memory work.
Does this book make me look fat? The effect of protagonist body weight and body esteem on female readers' body esteem.

PubMed

Kaminski, Melissa J; Magee, Robert G

2013-03-01

Effects of visual representations of the thin ideal in the media have been widely explored, but textual representations of the thin ideal in novels have received scant attention. The chick literature genre has been criticized for depicting characters who worry about their body weight and who have poor body esteem. Excerpts from two chick lit novels were used to examine the effect of a protagonist's body weight and body esteem on college women's (N=159) perceptions of their sexual attractiveness and weight concern. Two narratives were used to minimize the possibility that idiosyncratic characteristics of one excerpt might influence the study's results. Underweight (vs. healthy weight) protagonists predicted readers' lower perceived sexual attractiveness. Protagonists with low body esteem (vs. control) predicted readers' increased weight concern. Scholars and health officials should be concerned about the effect chick lit novels might have on women's body image. Copyright © 2012 Elsevier Ltd. All rights reserved.
The outlook of physician histories: J. Marion Sims and 'The Discovery of Anaesthesia'.

PubMed

Rosenbloom, Julia M; Schonberger, Robert B

2015-12-01

The fact that doctors have a long tradition of writing medical history to interpret and direct their profession is well established. But readers (particularly modern physician readers) can also understand physician-authored histories as offering commentary and analysis of the world beyond medicine. In this essay, we offer a reading (perhaps a modern one) of J. Marion Sims's 1877 article, 'The Discovery of Anaesthesia' which exemplifies the stance of looking both inward and outward from the medical field. We begin by discussing Sims, including the complicated legacy he left as a physician. Next, we review late 19th-century history with a focus on Reconstruction. Finally, we show how the modern reader can use Sims's article both to trace the first use of ether and nitrous oxide for surgical anaesthesia and to provide a window into the 19th-century medical profession and the post-Civil War period. Through this study, we hope to show how to read both medicine and the world around it in physician histories. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/
The puzzle of Buruli ulcer transmission, ethno-ecological history and the end of "love" in the Akonolinga district, Cameroon.

PubMed

Giles-Vernick, Tamara; Owona-Ntsama, Joseph; Landier, Jordi; Eyangoh, Sara

2015-03-01

The "One World One Health Initiative" has attended little to the priorities, concepts and practices of resource-poor communities confronting disease and the implications of these concerns for its biomedical, ecological and institutional approach to disease surveillance and control. Using the example of Buruli ulcer (BU) and its bacterial etiology, Mycobacterium ulcerans, in south-central Cameroon, we build on debates about the contributions of "local knowledge" and "alternative models" to biomedical knowledge of disease transmission. BU's mode of transmission remains poorly understood. Our approach employs ethno-ecological histories - local understandings of the putative emergence and expansion of a locally important, neglected disease. We develop these histories from 52 individual and small group interviews, group discussions, and participant-observation of daily and seasonal activities, conducted in 2013-2013. These histories offer important clues about past environmental and social change that should guide further ecological, epidemiological research. They highlight a key historical moment (the late 1980s and 1990s); specific ecological transformations; new cultivation practices in unexploited zones that potentially increased exposure to M. ulcerans; and ecological degradation that may have lowered nutritional standards and heightened susceptibility to BU. They also recast transmission, broadening insight into BU and its local analog, atom, by emphasizing the role of social change and economic crisis in its emergence and expansion. Copyright © 2014 Elsevier Ltd. All rights reserved.
How to Analyze Interpersonal and Individual Effects in Peer-Tutored Reading Intervention

ERIC Educational Resources Information Center

Müller, Bettina; Richter, Tobias; Križan, Ana; Hecht, Teresa; Ennemoser, Marco

2016-01-01

Reading strategy interventions relying upon peer tutoring are a common way to foster poor readers' comprehension skills. Those interventions are based on the assumption that tutees benefit from the (higher) reading skills of their tutors. However, this interpersonal effect has not yet been tested explicitly because the effectiveness of peer…
Since They Are Going to Watch TV Anyway, Why Not Connect It To Reading.

ERIC Educational Resources Information Center

Hutchison, Laveria F.

In view of the great amount of television viewing among poor readers, the Learning Model for Watching Television was developed to capitalize on students' television watching proclivities. The model encompasses three major overlapping component skill areas to reinforce classroom learning: active listening skills, auditory word recognition skills,…
A Closer Look at Motor Overflow in Dyslexic Children.

ERIC Educational Resources Information Center

Parlow, S. E.

Unintentional movement "overflow" between the hands or "mirror movements" are common in young children, but are generally regarded as indicative of developmental delay in older children. This study was designed to investigate mirror movements in a sample of 23 very poor readers, ages 11-13, with learning disabilities, and in a…
Brain Stretchers, Book 1.

ERIC Educational Resources Information Center

Anderson, Carolyn; Haller, Jackie

This collection of activities is designed to help students develop critical thinking skills. The activities are non-graded and can be used from upper elementary to high school. Reading levels vary from no reading required to very little reading required and can be used effectively with students who are poor readers, bilingual, or at a special…

Brain Stretchers, Book 2.

ERIC Educational Resources Information Center

Anderson, Carolyn; Haller, Jackie

This collection of activities is designed to help students develop critical thinking skills. The activities are non-graded and can be used from upper elementary to high school. The reading levels vary from no reading required to very little reading required and can be used effectively with students who are poor readers, bilingual, or at a special…
Using Concept Mapping to Improve Poor Readers' Understanding of Expository Text

ERIC Educational Resources Information Center

Morfidi, Eleni; Mikropoulos, Anastasios; Rogdaki, Aspasia

2018-01-01

The present study examined whether the use of concept mapping is more effective in teaching expository material in comparison to a traditional, lecture only, approach. Its objective was threefold. First, to determine if multimedia concept mapping produces differential learning outcomes compared to digital text-based concept mapping. Secondly, to…
Reading Intervention for Poor Readers at the Transition to Secondary School

ERIC Educational Resources Information Center

Clarke, Paula J.; Paul, Shirley-Anne S.; Smith, Glynnis; Snowling, Margaret J.; Hulme, Charles

2017-01-01

This study evaluated two 20-week reading interventions for pupils entering secondary school with reading difficulties. The interventions were delivered by trained teaching assistants (three 35-min sessions per week). 287 pupils (ages 11-13) from 27 schools were randomly allocated to three groups: reading intervention (targeting word recognition…
The Differential Effects of Labelling: How Do "Dyslexia" and "Reading Difficulties" Affect Teachers' Beliefs

ERIC Educational Resources Information Center

Gibbs, Simon; Elliott, Julian

2015-01-01

This paper reports a survey of primary school teachers' beliefs about working with poor readers. The primary research question was "does the way difficulties with reading are labelled affect the teachers' beliefs about their ability to intervene effectively?" An opportunity sample of teachers was surveyed using 2 questionnaires. One…
Redefining the Repertoire of Reluctant Readers at the Secondary School Level.

ERIC Educational Resources Information Center

Armstead, Major, Jr.

An inservice program designed to assist teachers to develop instructional strategies for high school students with poor cognitive skills is described in this paper. The discussion focuses on the employment of a "prima-facie analysis technique" designed to give the teacher and student immediate feedback about the student's reading behavior, to…
Macalester is Rich on Paper, But It Doesn't Control Its Wealth.

ERIC Educational Resources Information Center

Healy, Patrick

1997-01-01

Half the endowment of Macalester College (Minnesota) is controlled by the Readers Digest Association, not the college. Macalester can not sell the poorly-performing stocks. Income from the stocks supports a need-blind admissions policy. Some faculty feel the endowment should be used to further enhance the college's distinctiveness. (MSE)
Toward a More Loving Framework for Literacy Education. Occasional Papers 29

ERIC Educational Resources Information Center

Stearns, Clio; Grumet, Madeleine; Lensmire, Timothy; Pitt, Alice

2015-01-01

We all want children to become engaged and enthusiastic readers. Yet teachers are often challenged by students who, because of histories with a standardized and irrelevant curriculum, poor pedagogy, or unique learning styles, have become alienated from the written word. Impatient with teachers' ignorance and desiring to be liberated from…
Visual Recognition Memory, Paired-Associate Learning, and Reading Achievement.

ERIC Educational Resources Information Center

Anderson, Roger H.; Samuels, S. Jay

The relationship between visual recognition memory and performance on a paired-associate task for good and poor readers was investigated. Subjects were three groups of 21, 21, and 22 children each, with mean IQ's of 98.2, 108.1, and 118.0, respectively. Three experimental tasks, individually administered to each subject, measured visual…
Effectiveness of a Computer-Assisted Intervention for Young Children with Attention and Reading Problems

ERIC Educational Resources Information Center

Walcott, Christy M.; Marett, Katherine; Hessel, Amanda B.

2014-01-01

Children who are significantly inattentive and poor early readers require intervention, and traditional tutoring approaches may not be effective with this group. Using a single-subject, multiple-baseline-across-participants design, Study 1 examines whether a computer-assisted reading intervention increases performance for three first-grade…
Brain Routes for Reading in Adults with and without Autism: EMEG Evidence

ERIC Educational Resources Information Center

Moseley, Rachel L.; Pulvermüller, Friedemann; Mohr, Bettina; Lombardo, Michael V.; Baron-Cohen, Simon; Shtyrov, Yury

2014-01-01

Reading utilises at least two neural pathways. The temporal lexical route visually maps whole words to their lexical entries, whilst the nonlexical route decodes words phonologically via parietal cortex. Readers typically employ the lexical route for familiar words, but poor comprehension plus precocity at mechanically "sounding out"…
Developing Positive Attitudes and Strategic Reading Skills in Primary Students.

ERIC Educational Resources Information Center

Foss, Jeanette; Soper, Candice

A project developed a program for improving the attitudes of primary students toward reading and encouraging them to become strategic readers. The targeted population consisted of first-grade students in rural-suburban communities west of a large midwestern city. The problem of poor attitudes toward reading and lack of knowledge of reading…
Waves, rings, and trails: The scenic landscape of axonal actin

PubMed Central

2016-01-01

The goal of this article is to provide the reader a snapshot of recent studies on axonal actin—largely emerging from superresolution and live-imaging experiments—and place this new information in context with earlier studies. PMID:26754647
All over the map: An interobserver agreement study of tumor location based on the PI-RADSv2 sector map.

PubMed

Greer, Matthew D; Shih, Joanna H; Barrett, Tristan; Bednarova, Sandra; Kabakus, Ismail; Law, Yan Mee; Shebel, Haytham; Merino, Maria J; Wood, Bradford J; Pinto, Peter A; Choyke, Peter L; Turkbey, Baris

2018-01-17

Prostate imaging reporting and data system version 2 (PI-RADSv2) recommends a sector map for reporting findings of prostate cancer mulitparametric MRI (mpMRI). Anecdotally, radiologists may demonstrate inconsistent reproducibility with this map. To evaluate interobserver agreement in defining prostate tumor location on mpMRI using the PI-RADSv2 sector map. Retrospective. Thirty consecutive patients who underwent mpMRI between October, 2013 and March, 2015 and who subsequently underwent prostatectomy with whole-mount processing. 3T mpMRI with T 2 W, diffusion-weighted imaging (DWI) (apparent diffusion coefficient [ADC] and b-2000), dynamic contrast-enhanced (DCE). Six radiologists (two high, two intermediate, and two low experience) from six institutions participated. Readers were blinded to lesion location and detected up to four lesions as per PI-RADSv2 guidelines. Readers marked the long-axis of lesions, saved screen-shots of each lesion, and then marked the lesion location on the PI-RADSv2 sector map. Whole-mount prostatectomy specimens registered to the MRI served as ground truth. Index lesions were defined as the highest grade lesion or largest lesion if grades were equivalent. Agreement was calculated for the exact, overlap, and proportion of agreement. Readers detected an average of 1.9 lesions per patient (range 1.6-2.3). 96.3% (335/348) of all lesions for all readers were scored PI-RADS ≥3. Readers defined a median of 2 (range 1-18) sectors per lesion. Agreement for detecting index lesions by screen shots was 83.7% (76.1%-89.9%) vs. 71.0% (63.1-78.3%) overlap agreement on the PI-RADS sector map (P < 0.001). Exact agreement for defining sectors of detected index lesions was only 21.2% (95% confidence interval [CI]: 14.4-27.7%) and rose to 49.0% (42.4-55.3%) when overlap was considered. Agreement on defining the same level of disease (ie, apex, mid, base) was 61.4% (95% CI 50.2-71.8%). Readers are highly likely to detect the same index lesion on mpMRI, but exhibit poor reproducibility when attempting to define tumor location on the PI-RADSv2 sector map. The poor agreement of the PI-RADSv2 sector map raises concerns its utility in clinical practice. 3 Technical Efficacy: Stage 2 J. Magn. Reson. Imaging 2018. © 2018 International Society for Magnetic Resonance in Medicine.
Does media coverage influence public attitudes towards welfare recipients? The impact of the 2011 English riots.

PubMed

Reeves, Aaron; de Vries, Robert

2016-06-01

Following the shooting of Mark Duggan by police on 4 August 2011, there were riots in many large cities in the UK. As the rioting was widely perceived to be perpetrated by the urban poor, links were quickly made with Britain's welfare policies. In this paper, we examine whether the riots, and the subsequent media coverage, influenced attitudes toward welfare recipients. Using the British Social Attitudes survey, we use multivariate difference-in-differences regression models to compare attitudes toward welfare recipients among those interviewed before (pre-intervention: i.e. prior to 6 August) and after (post-intervention: 10 August-10 September) the riots occurred (N = 3,311). We use variation in exposure to the media coverage to test theories of media persuasion in the context of attitudes toward welfare recipients. Before the riots, there were no significant differences between newspaper readers and non-readers in their attitudes towards welfare recipients. However, after the riots, attitudes diverged. Newspaper readers became more likely than non-readers to believe that those on welfare did not really deserve help, that the unemployed could find a job if they wanted to and that those on the dole were being dishonest in claiming benefits. Although the divergence was clearest between right-leaning newspaper and non-newspaper readers, we do not a find statistically significant difference between right- and left-leaning newspapers. These results suggest that media coverage of the riots influenced attitudes towards welfare recipients; specifically, newspaper coverage of the riots increased the likelihood that readers of the print media expressed negative attitudes towards welfare recipients when compared with the rest of the population. © London School of Economics and Political Science 2016.
Neutral vs positive oral contrast in diagnosing acute appendicitis with contrast-enhanced CT: sensitivity, specificity, reader confidence and interpretation time

PubMed Central

Naeger, D M; Chang, S D; Kolli, P; Shah, V; Huang, W; Thoeni, R F

2011-01-01

Objective The study compared the sensitivity, specificity, confidence and interpretation time of readers of differing experience in diagnosing acute appendicitis with contrast-enhanced CT using neutral vs positive oral contrast agents. Methods Contrast-enhanced CT for right lower quadrant or right flank pain was performed in 200 patients with neutral and 200 with positive oral contrast including 199 with proven acute appendicitis and 201 with other diagnoses. Test set disease prevalence was 50%. Two experienced gastrointestinal radiologists, one fellow and two first-year residents blindly assessed all studies for appendicitis (2000 readings) and assigned confidence scores (1=poor to 4=excellent). Receiver operating characteristic (ROC) curves were generated. Total interpretation time was recorded. Each reader's interpretation with the two agents was compared using standard statistical methods. Results Average reader sensitivity was found to be 96% (range 91–99%) with positive and 95% (89–98%) with neutral oral contrast; specificity was 96% (92–98%) and 94% (90–97%). For each reader, no statistically significant difference was found between the two agents (sensitivities p-values >0.6; specificities p-values>0.08), in the area under the ROC curve (range 0.95–0.99) or in average interpretation times. In cases without appendicitis, positive oral contrast demonstrated improved appendix identification (average 90% vs 78%) and higher confidence scores for three readers. Average interpretation times showed no statistically significant differences between the agents. Conclusion Neutral vs positive oral contrast does not affect the accuracy of contrast-enhanced CT for diagnosing acute appendicitis. Although positive oral contrast might help to identify normal appendices, we continue to use neutral oral contrast given its other potential benefits. PMID:20959365
Late-night-dinner is associated with poor glycemic control in people with type 2 diabetes: The KAMOGAWA-DM cohort study.

PubMed

Sakai, Ryosuke; Hashimoto, Yoshitaka; Ushigome, Emi; Miki, Akane; Okamura, Takuro; Matsugasumi, Masako; Fukuda, Takuya; Majima, Saori; Matsumoto, Shinobu; Senmaru, Takafumi; Hamaguchi, Masahide; Tanaka, Muhei; Asano, Mai; Yamazaki, Masahiro; Oda, Yohei; Fukui, Michiaki

2018-04-26

Skipping breakfast or irregular breakfast is associated with poor glycemic control. However, a relationship between the timing of dinner and glycemic control in people with type 2 diabetes remains indefinite. Therefore, we investigated the relationship between late-night-dinner and glycemic control in people with type 2 diabetes. We performed questionnaire survey for lifestyle factors in this cross-sectional study. We defined having dinner later than eight pm as late-night-dinner. We examined the differences in clinical and metabolic parameters between those who have late-night-dinner and those who do not have. We also examined the relationship between late-night-dinner and HbA1c, using multiple regression analysis. Ninety-five people (23.2%) had a late-night-dinner, among 409 people with type 2 diabetes. Metabolic parameters (mean (SD) or median (interquartile range)) of people with late-night-dinner were worse than those of without, including body mass index (BMI) (24.4 (4.0) vs. 23.2 (3.4) kg/m 2 , p = 0.006), triglycerides (1.5 (1.1-2.1) vs. 1.2 (0.8-1.7) mmol/L, p < 0.001), HDL-cholesterol (1.4 (0.4) vs. 1.6 (0.4) mmol/L, p = 0.004) and hemoglobin A1c (58.1 (13.3) vs. 55.2 (10.2) mmol/mol, (7.5 (1.2) vs. 7.2 (0.9) %), p = 0.023)). Late-night-dinner (standardized regression coefficient = 0.13, p = 0.028) was associated with hemoglobin A1c after adjusting for age, BMI, sex, duration of diabetes, smoking, exercise, alcohol, snacking after dinner, nighttime sleep duration, time from dinner to bedtime, skipping breakfast, and medication for diabetes. Late-night-dinner is independently associated with poor glycemic control in people with type 2 diabetes.
[In-hospital management of victims of chemical weapons of mass destruction].

PubMed

Barelli, Alessandro; Gargano, Flavio; Proietti, Rodolfo

2005-01-01

Emergency situations caused by chemical weapons of mass destruction add a new dimension of risk to those handling and treating casualties. The fundamental difference between a hazardous materials incident and conventional emergencies is the potential for risk from contamination to health care professionals, patients, equipment and facilities of the Emergency Department. Accurate and specific guidance is needed to describe the procedures to be followed by emergency medical personnel to safely care for a patient, as well as to protect equipment and people. This review is designed to familiarize readers with the concepts, terminology and key operational considerations that affect the in-hospital management of incidents by chemical weapons.
Survey of Fossil Vertebrates from East-Central Kansas, Kansas River Bank Stabilization Study

DTIC Science & Technology

1979-01-01

Crane from the Late Pleistocene of Kansas. Kansas Ornithological Bulletin, vol. 28:22-23. 1977. A Cheetah -like Cat in the North American Pleistocene...conservatior of archeological resources in the study area, Reference is mad• on page 33 to habitats used by prehistoric people, but the reader is given...sites in different "situational locales." The statement following the table that the locations of the sites indicate a diversity of habitats used by
Development and Potential Applications of CRISPR-Cas9 Genome Editing Technology in Sarcoma

PubMed Central

Liu, Tang; Shen, Jacson K.; Li, Zhihong; Choy, Edwin; Hornicek, Francis J.; Duan, Zhenfeng

2016-01-01

Sarcomas include some of the most aggressive tumors and typically respond poorly to chemotherapy. In recent years, specific gene fusion/mutations and gene over-expression/activation have been shown to drive sarcoma pathogenesis and development. These emerging genomic alterations may provide targets for novel therapeutic strategies and have the potential to transform sarcoma patient care. The RNA-guided nuclease CRISPR-Cas9 (Clustered Regularly Interspaced Short Palindromic Repeats (CRISPR)-associated protein-9 nuclease) is a convenient and versatile platform for site-specific genome editing and epigenome targeted modulation. Given that sarcoma is believed to develop as a result of genetic alterations in mesenchymal progenitor/stem cells, CRISPR-Cas9 genome editing technologies hold extensive application potentials in sarcoma models and therapies. We review the development and mechanisms of the CRISPR-Cas9 system in genome editing and introduce its application in sarcoma research and potential therapy in clinic. Additionally, we propose future directions and discuss the challenges faced with these applications, providing concise and enlightening information for readers interested in this area. PMID:26806808
Development and potential applications of CRISPR-Cas9 genome editing technology in sarcoma.

PubMed

Liu, Tang; Shen, Jacson K; Li, Zhihong; Choy, Edwin; Hornicek, Francis J; Duan, Zhenfeng

2016-04-01

Sarcomas include some of the most aggressive tumors and typically respond poorly to chemotherapy. In recent years, specific gene fusion/mutations and gene over-expression/activation have been shown to drive sarcoma pathogenesis and development. These emerging genomic alterations may provide targets for novel therapeutic strategies and have the potential to transform sarcoma patient care. The RNA-guided nuclease CRISPR-Cas9 (Clustered Regularly Interspaced Short Palindromic Repeats (CRISPR)-associated protein-9 nuclease) is a convenient and versatile platform for site-specific genome editing and epigenome targeted modulation. Given that sarcoma is believed to develop as a result of genetic alterations in mesenchymal progenitor/stem cells, CRISPR-Cas9 genome editing technologies hold extensive application potentials in sarcoma models and therapies. We review the development and mechanisms of the CRISPR-Cas9 system in genome editing and introduce its application in sarcoma research and potential therapy in clinic. Additionally, we propose future directions and discuss the challenges faced with these applications, providing concise and enlightening information for readers interested in this area. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Feminism and reproductive technologies.

PubMed

Callahan, Joan C

1994-01-01

... Rowland is a social scientist and a radical feminist, and she has undertaken the task of making readers think twice about reproductive technologies. If a reader isn't thinking twice, it will not do to blame it on Rowland and the shortcomings of her book. She has a good deal to say that is extremely important and that needs to be considered by anyone who is interested in the moral issues, in general, and the issues for women and children, in particular, that are raised by the new and emerging reproductive technologies. Her book should be widely read. And it should generate the worries it is written to generate.
Comprehending Text versus Reading Words in Young Readers with Varying Reading Ability: Distinct Patterns of Functional Connectivity from Common Processing Hubs

ERIC Educational Resources Information Center

Aboud, Katherine S.; Bailey, Stephen K.; Petrill, Stephen A.; Cutting, Laurie E.

2016-01-01

Skilled reading depends on recognizing words efficiently in isolation ("word-level processing"; "WL") and extracting meaning from text ("discourse-level processing"; "DL"); deficiencies in either result in poor reading. FMRI has revealed consistent overlapping networks in word and passage reading, as well as…
Benefits of Repeated Reading Intervention for Low-Achieving Fourth- and Fifth-Grade Students

ERIC Educational Resources Information Center

Vadasy, Patricia F.; Sanders, Elizabeth A.

2008-01-01

Many students have difficulty achieving reading fluency, and nearly half of fourth graders are not fluent readers in grade-level texts. Intensive and focused reading practice is recommended to help close the gap between students with poor fluency and their average reading peers. In this study, the "Quick Reads" fluency program was used…
Longitudinal Growth of Academic Achievement among Subgroups Using NWEA's MAP

ERIC Educational Resources Information Center

Buchsbaum, Michael

2013-01-01

Considerable government-funded efforts in school districts to train veteran teachers in the science of reading have been formed in response to the continuing difficulties and failure of nearly 40 percent of all American children (Walsh, Glaser, & Wilcox, 2006). A high percentage of the population of poor readers in this country is comprised of…
Helping Poor Readers Demonstrate Their Science Competence: Item Characteristics Supporting Text-Picture Integration

ERIC Educational Resources Information Center

Saß, Steffani; Schütte, Kerstin

2016-01-01

Solving test items might require abilities in test-takers other than the construct the test was designed to assess. Item and student characteristics such as item format or reading comprehension can impact the test result. This experiment is based on cognitive theories of text and picture comprehension. It examines whether integration aids, which…
Family Literacy Environment and Early Literacy Development

ERIC Educational Resources Information Center

Kirby, John R.; Hogan, Brenda

2008-01-01

A battery of reading-related and reading measures was used to select samples of good (N = 30) and poor readers (N = 19) in Grade 1. Parents of these children completed a questionnaire about current and preschool home literacy practices and socio-economic status (SES). The 2 groups were compared with t tests and in a discriminant analysis. The t…
Improving Reading Comprehension One Word at a Time…

ERIC Educational Resources Information Center

Nitzkin, Karen; Katzir, Tami; Shulkind, Sarah

2014-01-01

This article tells the story of a group of seventh grade teachers and administrators in one Los Angeles middle school who have grappled for years with the poor reading skills of their middle school students. Discouraged by the reading scores on standardized tests and frustrated with the limits of their readers, this group struggled to improve…
Writing and Writer Identity: The Poor Relation and The Search for Voice in "Personal Literacy"

ERIC Educational Resources Information Center

Gardner, Paul

2018-01-01

The teaching of writing has been a relatively neglected aspect of research in literacy. Cultural and socio-economic reasons for this are suggested. In addition, teachers often readily acknowledge themselves as readers, but rarely as writers. Without a solid grasp of compositional processes, teachers are perhaps prone to adopt schemes that promote…
Dorsal Stream Deficits Suggest Hidden Dyslexia among Deaf Poor Readers: Correlated Evidence from Reduced Perceptual Speed and Elevated Coherent Motion Detection Thresholds

ERIC Educational Resources Information Center

Samar, V.J.; Parasnis, I.

2005-01-01

Prelingual deafness and developmental dyslexia have confounding developmental effects on reading acquisition. Therefore, standard reading assessment methods for diagnosing dyslexia in hearing people are ineffective for use with deaf people. Recently, Samar, Parasnis, and Berent (2002) reported visual evoked potential evidence that deaf poor…
Phonological Processing Deficits in Specific Reading Disability and Specific Language Impairment: Same or Different?

ERIC Educational Resources Information Center

McArthur, Genevieve; Castles, Anne

2013-01-01

The aim of this study was to determine if phonological processing deficits in specific reading disability (SRD) and specific language impairment (SLI) are the same or different. In four separate analyses, a different combination of reading and spoken language measures was used to divide 73 children into three subgroups: poor readers with average…
Sociology of Twentieth Century Congregate Care of the Developmentally Disabled-Recollections

ERIC Educational Resources Information Center

Daly, William C.

2005-01-01

Elements of the twentieth century care facility of state origin are enumerated as the reader hopefully gets some idea of the social milieu or ethos of that period and the management profile thought to be proper and expeditious for unfortunate, homeless and poorly adjusted citizens. The life of staff and patients within these state sponsored…
Success of Developmental Readers: An Examination of Factors Affecting Attrition and Institutional Practices Which Support Retention

ERIC Educational Resources Information Center

O'Brien, Katherine F.

2013-01-01

Students who enter higher education requiring reading remediation have poor institutional persistence. This study examined the course success and first-year institutional persistence of six women enrolled in a developmental reading course at a regional campus of a state university. Data sets were comprised of classroom observation, review of…
End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?

ERIC Educational Resources Information Center

Lee, Julia Ai Cheng; Al Otaiba, Stephanie

2017-01-01

In this study, we examined the spelling performance of 430 kindergartners, which included a high-risk sample, to determine the relations between end-of-kindergarten reading and spelling in a high-quality language arts setting. We described, analyzed, and compared spelling outcomes, including spelling errors, between good and poor readers. The…
Do the Effects of Computer-Assisted Practice Differ for Children with Reading Disabilities with and without IQ-Achievement Discrepancy?

ERIC Educational Resources Information Center

Jimenez, Juan E.; Ortiz, Maria del Rosario; Rodrigo, Mercedes; Hernandez-Valle, Isabel; Ramirez, Gustavo; Estevez, Adelina; O'Shanahan, Isabel; Trabaue, Maria de la Luz

2003-01-01

A study assessed whether the effects of computer-assisted practice on visual word recognition differed for 73 Spanish children with reading disabilities with or without aptitude-achievement discrepancy. Computer-assisted intervention improved word recognition. However, children with dyslexia had more difficulties than poor readers during…
Descubriendo la lectura: An Early Intervention Spanish Language Literacy Project.

ERIC Educational Resources Information Center

Escamilla, Kathy; And Others

During the 1989-90 school year, Descubriendo la Lectura, a Spanish-language adaptation of the English Reading Recovery project was implemented in a large urban school district in Arizona. The program is designed to identify first-grade students at risk of becoming poor readers and to provide a series of intense short-term learning experiences that…
Exploring Intrinsic and Extrinsic Reading Motivation among Very Good and Very Poor Readers

ERIC Educational Resources Information Center

McGeown, Sarah P.; Norgate, Roger; Warhurst, Amy

2012-01-01

Background: Research examining the relationship between reading skill and reading motivation has typically been carried out among children with a wide range of reading abilities. There is less research focusing on children who excel in reading or who are attaining very low reading scores. Purpose: To examine whether there were differences between…
Effects of Assisted-Repeated Reading on Students of Varying Reading Ability: A Single-Subject Experimental Research Study

ERIC Educational Resources Information Center

Hapstak, Jo-Ann; Tracey, Diane H.

2007-01-01

This study examined the effects of assisted-repeated reading on four first-grade students whose reading ability varied (a special education student, a non-classified poor reader, an English Language Learner (ELL) student, and a general education student) to determine if an assisted-repeated reading intervention is differentially effective for…
Reading Recovery: An Effective Intervention Program for Learning Disabled First Graders.

ERIC Educational Resources Information Center

Lyons, Carol A.

A three-part study examining the efficacy of a reading recovery program for learning disabled first grade students is described in this paper. An introduction outlines the Ohio Reading Recovery project and explains the purpose of the study. Part 1 describes the first phase of the study, in which 110 poor readers, including 35 learning disabled…
A Longitudinal Examination of the Persistence of Late Emerging Reading Disabilities

ERIC Educational Resources Information Center

Etmanskie, Jill M.; Partanen, Marita; Siegel, Linda S.

2016-01-01

There are some children who encounter unexpected reading difficulties in the fourth grade. This phenomenon has been described as late emerging reading disabilities (LERD). Using Grade 4 as a starting point, this study examined the reading development of 964 children between kindergarten and Grade 7. The results showed that 72.0% of children had…
Late Language Emergence at 24 Months: An Epidemiological Study of Prevalence, Predictors, and Covariates

ERIC Educational Resources Information Center

Zubrick, Stephen R.; Taylor, Catherine L.; Rice, Mabel L.; Slegers, David W.

2007-01-01

Purpose: The primary objectives of this study were to determine the prevalence of late language emergence (LLE) and to investigate the predictive status of maternal, family, and child variables. Method: This is a prospective cohort study of 1,766 epidemiologically ascertained 24-month-old singleton children. The framework was an ecological model…

Section 504 of the Rehabilitation Act: Emerging Issues for Colleges and Universities.

ERIC Educational Resources Information Center

Rothstein, Laura F.

1986-01-01

Issues relating to handicapped students on college campuses include: who is handicapped; standardized tests and students with health impairments; and reasonable accommodations for students (including readers and interpreters, and students with AIDS, alcohol or drug addiction, or emotional problems). (Author/MLW)
Longitudinal patterns of emerging literacy in beginning deaf and hearing readers.

PubMed

Kyle, Fiona E; Harris, Margaret

2011-01-01

The emerging reading and spelling abilities of 24 deaf and 23 hearing beginning readers were followed over 2 years. The deaf children varied in their language backgrounds and preferred mode of communication. All children were given a range of literacy, cognitive and language-based tasks every 12 months. Deaf and hearing children made similar progress in literacy in the beginning stages of reading development and then their trajectories began to diverge. The longitudinal correlates of beginning reading in the deaf children were earlier vocabulary, letter-sound knowledge, and speechreading. Earlier phonological awareness was not a longitudinal correlate of reading ability once earlier reading levels were controlled. Only letter name knowledge was longitudinally related to spelling ability. Speechreading was also a strong longitudinal correlate of reading and spelling in the hearing children. The findings suggested that deaf and hearing children utilize slightly different reading strategies over the first 2 years of schooling. © The Author 2011. Published by Oxford University Press. All rights reserved.
Late-onset dysferlinopathy presented as "liver enzyme" abnormalities: a technical note.

PubMed

Li, Fang; Yin, Geng; Xie, Qibing; Shi, Guixiu

2014-08-01

Limb-girdle muscular dystrophy type 2B,a type of dysferlinopathy, is caused by mutations in the dysferlin gene (DYSE). It is characterized by predominant weakness and atrophy of muscles of the pelvic and shoulder girdles, massive elevation of serum CK concentration, slow progression, and onset usually within the second or third decade of life. We present a Chinese patient whose disease onset was at the age of 50 years with persistent elevation of transaminases for 3 years before weakness appeared. She had been considered as having liver disease for a long time and then polymyositis. Finally, biceps brachii biopsy revealed dystrophic morphology and depletion of dysferlin in immunohistochemistry. This case should remind readers that late-age onset of dysferlinopathy can be misdiagnosed as liver disease or polymyositis.
The roles of family history of dyslexia, language, speech production and phonological processing in predicting literacy progress.

PubMed

Carroll, Julia M; Mundy, Ian R; Cunningham, Anna J

2014-09-01

It is well established that speech, language and phonological skills are closely associated with literacy, and that children with a family risk of dyslexia (FRD) tend to show deficits in each of these areas in the preschool years. This paper examines what the relationships are between FRD and these skills, and whether deficits in speech, language and phonological processing fully account for the increased risk of dyslexia in children with FRD. One hundred and fifty-three 4-6-year-old children, 44 of whom had FRD, completed a battery of speech, language, phonology and literacy tasks. Word reading and spelling were retested 6 months later, and text reading accuracy and reading comprehension were tested 3 years later. The children with FRD were at increased risk of developing difficulties in reading accuracy, but not reading comprehension. Four groups were compared: good and poor readers with and without FRD. In most cases good readers outperformed poor readers regardless of family history, but there was an effect of family history on naming and nonword repetition regardless of literacy outcome, suggesting a role for speech production skills as an endophenotype of dyslexia. Phonological processing predicted spelling, while language predicted text reading accuracy and comprehension. FRD was a significant additional predictor of reading and spelling after controlling for speech production, language and phonological processing, suggesting that children with FRD show additional difficulties in literacy that cannot be fully explained in terms of their language and phonological skills. © 2014 John Wiley & Sons Ltd.
Promoters and Barriers to Implementation of Tracheal Intubation Airway Safety Bundle: A Mixed-Method Analysis.

PubMed

Finn Davis, Katherine; Napolitano, Natalie; Li, Simon; Buffman, Hayley; Rehder, Kyle; Pinto, Matthew; Nett, Sholeen; Jarvis, J Dean; Kamat, Pradip; Sanders, Ronald C; Turner, David A; Sullivan, Janice E; Bysani, Kris; Lee, Anthony; Parker, Margaret; Adu-Darko, Michelle; Giuliano, John; Biagas, Katherine; Nadkarni, Vinay; Nishisaki, Akira

2017-10-01

To describe promoters and barriers to implementation of an airway safety quality improvement bundle from the perspective of interdisciplinary frontline clinicians and ICU quality improvement leaders. Mixed methods. Thirteen PICUs of the National Emergency Airway Registry for Children network. Remote or on-site focus groups with interdisciplinary ICU staff. Two semistructured interviews with ICU quality improvement leaders with quantitative and qualitative data-based feedbacks. Bundle implementation success (compliance) was defined as greater than or equal to 80% use for tracheal intubations for 3 consecutive months. ICUs were classified as early or late adopters. Focus group discussions concentrated on safety concerns and promoters and barriers to bundle implementation. Initial semistructured quality improvement leader interviews assessed implementation tactics and provided recommendations. Follow-up interviews assessed degree of acceptance and changes made after initial interview. Transcripts were thematically analyzed and contrasted by early versus late adopters. Median duration to achieve success was 502 days (interquartile range, 182-781). Five sites were early (median, 153 d; interquartile range, 146-267) and eight sites were late adopters (median, 783 d; interquartile range, 773-845). Focus groups identified common "promoter" themes-interdisciplinary approach, influential champions, and quality improvement bundle customization-and "barrier" themes-time constraints, competing paperwork and quality improvement activities, and poor engagement. Semistructured interviews with quality improvement leaders identified effective and ineffective tactics implemented by early and late adopters. Effective tactics included interdisciplinary quality improvement team involvement (early adopter: 5/5, 100% vs late adopter: 3/8, 38%; p = 0.08); ineffective tactics included physician-only rollouts, lack of interdisciplinary education, lack of data feedback to frontline clinicians, and misconception of bundle as research instead of quality improvement intervention. Implementation of an airway safety quality improvement bundle with high compliance takes a long time across diverse ICUs. Both early and late adopters identified similar promoter and barrier themes. Early adopter sites customized the quality improvement bundle and had an interdisciplinary quality improvement team approach.
[The delayed emergence of the printing chronograph in French observatories (late 19th - early 20th centuries].

PubMed

Lamy, Jérôme; Soulu, Frédéric

2015-01-01

Western observatories became scientific factories from the mid-19th century. Astrometry symbolized the transition to an industrious economy of scientific practices. The printing chronograph, which reduced the personal equations of the observers, was, first in the United States, then in England, the symbolic instrument of this transformation. In France, the initiatives of the astronomer Liais were prototypical. In the practices of the Hendaye Observatory, and thanks to the abbé Verschaffel, the printing chronograph made its definitive entry in French observatories at the beginning of the 20th century. Excessive centralization of French astronomy, the authoritarianism of Urbain Le Verrier, the director of the Paris Observatory, and the poor market for scientific instruments explain why the printing chronograph took root, belatedly, in France.
Cholangiocarcinoma

PubMed Central

Razumilava, Nataliya; Gores, Gregory J

2014-01-01

Cholangiocarcinoma represents a diverse group of epithelial cancers united by late diagnosis and poor outcomes. Specific diagnostic and therapeutic approaches are undertaken for cholangiocarcinomas of different anatomical locations (intrahepatic, perihilar, and distal). Mixed hepatocellular cholangiocarcinomas have emerged as a distinct subtype of primary liver cancer. Clinicians need to be aware of intrahepatic cholangiocarcinomas arising in cirrhosis and properly assess liver masses in this setting for cholangiocarcinoma. Management of biliary obstruction is obligatory in perihilar cholangiocarcinoma, and advanced cytological tests such as fluorescence in-situ hybridisation for aneusomy are helpful in the diagnosis. Liver transplantation is a curative option for selected patients with perihilar but not with intrahepatic or distal cholangiocarcinoma. International efforts of clinicians and scientists are helping to identify the genetic drivers of cholangiocarcinoma progression, which will unveil early diagnostic markers and direct development of individualised therapies. PMID:24581682
Living in poverty in America today.

PubMed

Holosko, Michael J; Feit, Marvin D

2005-01-01

No statistician, social scientist or tarot card reader is needed to attest that the gap between the rich and poor in America is increasing. Further, most Americans don't care that much about it. There are also more rich people today living in the U.S. and there are more people living in poverty. Between 2000 and 2002, the number of Americans living in poverty increased by nearly 3 million to 34.6 million. Of these, 12% (or about one half a million persons) are living extreme poverty and many are children, with 16.7% likely to be poor (National Association of Social Workers, 2003).
The Association of Harsh Parenting, Parent-Child Communication, and Parental Alcohol Use With Male Alcohol Use Into Emerging Adulthood.

PubMed

Diggs, Olivia N; Neppl, Tricia K; Jeon, Shinyoung; Lohman, Brenda J

2017-12-01

This study investigates the association between mother and father harsh parenting, and parent-child communication, and parental alcohol use on males' alcohol use from early adolescence into emerging adulthood. Data come from the Iowa Youth and Families Project, a prospective 28-year longitudinal study of rural Midwestern youth and their families. Mother and father harsh parenting, parent-child communication, and alcohol use were assessed at time 1 when males were in early adolescence (13 years old, n = 215). Target male alcohol use was assessed at time 2 during late adolescence (18 and 19 years old, n = 206, 96% follow-up rate), and at time 3 in emerging adulthood (23 and 25 years old, n = 197, 92% follow-up rate). Results obtained from structural equation modeling using Mplus, version 7, statistical software indicated that father harsh parenting in early adolescence was directly associated with alcohol use in emerging adulthood. Mother communication was negatively associated while father alcohol use was positively associated with adolescent alcohol use in late adolescence and emerging adulthood. Alcohol use in late adolescence was significantly related to alcohol use in emerging adulthood. This study offers unique insights into how mother- and father-son dyads differ in communication and parenting styles, as well as how these associations influence adolescent male alcohol use continuing into emerging adulthood. Multiple informants utilized in the current study provide a more complex understanding of how each parent uniquely contributes to the role of their adolescent's alcohol use in late adolescence into emerging adulthood. Copyright © 2017 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.
Waterford Early Reading Program.

ERIC Educational Resources Information Center

Education Commission of the States, Denver, CO.

This paper provides an overview of the Waterford Early Reading Program (WERP), which is designed to shift teaching and learning away from remediation and failure to prevention, early achievement, and sustained growth for every student. WERP includes three levels of instruction: emergent, beginning, and fluent readers. It targets pre-K through…
Picture Books in the Digital Age

ERIC Educational Resources Information Center

Serafini, Frank; Kachorsky, Danielle; Aguilera, Earl

2016-01-01

The design, publication, and features of contemporary narrative picturebooks have been impacted by the digital revolution and the emerging popularity of digital reading devices. Considering both the affordances and the limitations of digital picturebook apps can help readers, teachers, parents, and other educators make better decisions about the…
The histone code reader SPIN1 controls RET signaling in liposarcoma

PubMed Central

Franz, Henriette; Greschik, Holger; Willmann, Dominica; Ozretić, Luka; Jilg, Cordula Annette; Wardelmann, Eva; Jung, Manfred; Buettner, Reinhard; Schüle, Roland

2015-01-01

The histone code reader Spindlin1 (SPIN1) has been implicated in tumorigenesis and tumor growth, but the underlying molecular mechanisms remain poorly understood. Here, we show that reducing SPIN1 levels strongly impairs proliferation and increases apoptosis of liposarcoma cells in vitro and in xenograft mouse models. Combining signaling pathway, genome-wide chromatin binding, and transcriptome analyses, we found that SPIN1 directly enhances expression of GDNF, an activator of the RET signaling pathway, in cooperation with the transcription factor MAZ. Accordingly, knockdown of SPIN1 or MAZ results in reduced levels of GDNF and activated RET explaining diminished liposarcoma cell proliferation and survival. In line with these observations, levels of SPIN1, GDNF, activated RET, and MAZ are increased in human liposarcoma compared to normal adipose tissue or lipoma. Importantly, a mutation of SPIN1 within the reader domain interfering with chromatin binding reduces liposarcoma cell proliferation and survival. Together, our data describe a molecular mechanism for SPIN1 function in liposarcoma and suggest that targeting SPIN1 chromatin association with small molecule inhibitors may represent a novel therapeutic strategy. PMID:25749382
When experience meets language statistics: Individual variability in processing English compound words.

PubMed

Falkauskas, Kaitlin; Kuperman, Victor

2015-11-01

Statistical patterns of language use demonstrably affect language comprehension and language production. This study set out to determine whether the variable amount of exposure to such patterns leads to individual differences in reading behavior as measured via eye-movements. Previous studies have demonstrated that more proficient readers are less influenced by distributional biases in language (e.g., frequency, predictability, transitional probability) than poor readers. We hypothesized that a probabilistic bias that is characteristic of written but not spoken language would preferentially affect readers with greater exposure to printed materials in general and to the specific pattern engendering the bias. Readers of varying reading experience were presented with sentences including English compound words that can occur in 2 spelling formats with differing probabilities: concatenated (windowsill, used 40% of the time) or spaced (window sill, 60%). Linear mixed effects multiple regression models fitted to the eye-movement measures showed that the probabilistic bias toward the presented spelling had a stronger facilitatory effect on compounds that occurred more frequently (in any spelling) or belonged to larger morphological families, and on readers with higher scores on a test of exposure-to-print. Thus, the amount of support toward the compound's spelling is effectively exploited when reading, but only when the spelling patterns are entrenched in an individual's mental lexicon via overall exposure to print and to compounds with alternating spelling. We argue that research on the interplay of language use and structure is incomplete without proper characterization of how particular individuals, with varying levels of experience and skill, learn these language structures. (c) 2015 APA, all rights reserved).
When experience meets language statistics: Individual variability in processing English compound words

PubMed Central

Falkauskas, Kaitlin; Kuperman, Victor

2015-01-01

Statistical patterns of language use demonstrably affect language comprehension and language production. This study set out to determine whether the variable amount of exposure to such patterns leads to individual differences in reading behaviour as measured via eye-movements. Previous studies have demonstrated that more proficient readers are less influenced by distributional biases in language (e.g. frequency, predictability, transitional probability) than poor readers. We hypothesized that a probabilistic bias that is characteristic of written but not spoken language would preferentially affect readers with greater exposure to printed materials in general and to the specific pattern engendering the bias. Readers of varying reading experience were presented with sentences including English compound words that can occur in two spelling formats with differing probabilities: concatenated (windowsill, used 40% of the time) or spaced (window sill, 60%). Linear mixed effects multiple regression models fitted to the eye-movement measures showed that the probabilistic bias towards the presented spelling had a stronger facilitatory effect on compounds that occurred more frequently (in any spelling) or belonged to larger morphological families, and on readers with higher scores on a test of exposure-to-print. Thus, the amount of support towards the compound’s spelling is effectively exploited when reading, but only when the spelling patterns are entrenched in an individual’s mental lexicon via overall exposure to print and to compounds with alternating spelling. We argue that research on the interplay of language use and structure is incomplete without proper characterization of how particular individuals, with varying levels of experience and skill, learn these language structures. PMID:26076328
Changes in prenatal care timing and low birth weight by race and socioeconomic status: implications for the Medicaid expansions for pregnant women.

PubMed

Dubay, L; Joyce, T; Kaestner, R; Kenney, G M

2001-06-01

To conduct the first national study that assesses whether the Medicaid expansions for pregnant women, legislated by Congress over a decade ago, met the policy objectives of improved access to care and birth outcomes for poor and near-poor women. Data on 8.1 million births using the 1980, 1986, and 1993 National Natality Files. We use births from all areas of the United States except California, Texas, Washington, and upstate New York. We conduct a before and after analysis that compares obstetrical outcomes by race and socioeconomic status for the periods 1980-86 and 1986-93. We examine whether women of low socioeconomic status showed greater improvements in outcomes during the 1986-93 period compared to the 1980-86 period. We analyze two obstetrical outcomes: the rate of late initiation of prenatal care and the rate of low birth weight. Natality data were aggregated to race, socioeconomic status, age, and parity groups. During the 1986-93 period, rates of late initiation of prenatal care decreased by 6.0 to 7.8 percentage points beyond changes estimated for the 1980-86 period for both white and African American women of low socioeconomic status. For some white women of low socioeconomic status, the rate of low birth weight was reduced by 0.26 to 0.37 percentage points between 1986 and 1993 relative to the earlier period. Other white women of low socioeconomic status and all African American women of low socioeconomic status showed no relative improvement in the rate of low birth weight during the 1986-93 period. The expansions in Medicaid lead to significant improvements in prenatal care utilization among women of low socioeconomic status. The emerging lesson from the Medicaid expansions, however, is that increased access to primary care is not adequate if the goal is to narrow the gap in newborn health between poor and nonpoor populations.
A Primary Approach to Reading: Review of Early Literacy Interventions Implemented in Pediatric Settings

ERIC Educational Resources Information Center

Ogg, Julia A.; Sundman-Wheat, Ashley N.; Bateman, Lisa P.

2012-01-01

Children who begin school with less developed early literacy skills often have a difficult time catching up to their peers, and children who are poor readers in the first few years of school continue struggling with reading when compared with their peers at later grades. Before school entry, schools may be limited in their regular access to…
Cerebellar Tests Differentiate between Groups of Poor Readers with and without IQ Discrepancy.

ERIC Educational Resources Information Center

Fawcett, Angela J.; Nicolson, Roderick I.; Maclagan, Fiona

2001-01-01

Tests of phonological, speed, motor and cerebellar tasks were given to 36 students with learning disabilities, 29 of whom were classified as non-discrepant (IQ<90) and 7 as discrepant, (IQ at least 90 and dyslexic). On the cerebellar tests of postural stability and muscle tone, the non-discrepant group performed significantly better than the…
Adults with Poor Reading Skills and the Inferences They Make during Reading

ERIC Educational Resources Information Center

McKoon, Gail; Ratcliff, Roger

2017-01-01

Millions of U.S. adults lack the literacy skills needed for most living-wage jobs. We investigated one particular comprehension process for these adults: generating predictive inferences. If a sentence says that someone falls from a 14th-story roof, a reader should infer almost certain death. On any test of comprehension, there are two dependent…
Effects of Note-Taking and Extended Writing on Expository Text Comprehension: Who Benefits?

ERIC Educational Resources Information Center

Hebert, Michael; Graham, Steve; Rigby-Wills, Hope; Ganson, Katie

2014-01-01

Writing may be an especially useful tool for improving the reading comprehension of lower performing readers and students with disabilities. However, it is reasonable to expect that students with poor writing skills in particular, may actually be less adept at using writing to improve their reading skills, and may not be able to do so without…
The Relationships between Dimensions of Writing Motivation and Reading Comprehension

ERIC Educational Resources Information Center

Keskin, Hasan Kagan

2015-01-01

The purpose of the present study is to identify to what extent writing motivation can classify readers as good or poor comprehenders. The study was conducted on a total of 156 fourth graders studying at a state-run primary school in the center of Duzce, Turkey. The data were collected through the Writing Motivation Scale and the Mistake Analysis…

Exploring Blue Highways: Literacy Reform, School Change, and the Creation of Learning Communities.

ERIC Educational Resources Information Center

Allen, JoBeth; And Others

This book shows how teacher research and reform can positively change both teachers and students, making them better readers, writers, and learners. Two elementary schools in Georgia, serving students in a poor area that lacks educational resources, are the focus of the Kings Bridge Road Research Team, a group composed of public school teachers,…
The Experimental Effects of the Strategic Adolescent Reading Intervention (STARI) on a Scenarios-Based Reading Comprehension Assessment

ERIC Educational Resources Information Center

Kim, James; Hemphill, Lowry; Troyer, Margaret; Jones, Stephanie; LaRusso, Maria; Kim, Ha-Yeon; Donovan, Suzanne; Snow, Catherine

2016-01-01

Nearly one-quarter of U.S. eighth graders score below basic on national assessments of reading (NCES, 2013) and are poorly equipped for the reading demands of secondary school. Struggling adolescent readers cannot summarize a simple passage, use context to determine word meanings, and have difficulties making text-based inferences. In addition,…
The Effect of the States of Prior Knowledge on Question Answering.

ERIC Educational Resources Information Center

Holmes, Betty C.

A study was conducted to gain insight into the question answering abilities of good and poor readers by comparing how well they answered questions when their prior knowledge was at two different levels (high, low) and in four different states. These states of prior knowledge consisted of the ways in which answers to the questions were stored in…
Correlates of Canadian Native Children's Reading Performance: From Cognitive Styles to Cognitive Processes

ERIC Educational Resources Information Center

Das, J. P.; Janzen, Troy; Georgiou, George K.

2007-01-01

Individual differences in reading and cognitive processing among a sample of generally poor readers were studied in order to answer two major questions: Do they have a specific cognitive style that favors global-simultaneous strategies and a weak sequential strategy? If they do not have a distinct cognitive style or strategy, but are merely poor…
Information and Communication Technology Profiles of College Students with Learning Disabilities and Adequate and Very Poor Readers

ERIC Educational Resources Information Center

Fichten, Catherine S.; Nguyen, Mai N.; King, Laura; Barile, Maria; Havel, Alice; Mimouni, Zohra; Chauvin, Alexandre; Budd, Jillian; Raymond, Odette; Juhel, Jean-Charles; Asuncion, Jennison

2013-01-01

We interviewed 58 experts (30 in French, 28 in English) about potentially useful information and communication technologies (ICTs) for Québec college students with a learning disability (LD) and evaluated whether college students with an LD (n = 74), in fact, used these. We also compared ICT use, learning opportunities, and attitudes among three…
Orthography and Modality Influence Speech Production in Adults and Children.

PubMed

Saletta, Meredith; Goffman, Lisa; Hogan, Tiffany P

2016-12-01

The acquisition of literacy skills influences the perception and production of spoken language. We examined if orthography influences implicit processing in speech production in child readers and in adult readers with low and high reading proficiency. Children (n = 17), adults with typical reading skills (n = 17), and adults demonstrating low reading proficiency (n = 18) repeated or read aloud nonwords varying in orthographic transparency. Analyses of implicit linguistic processing (segmental accuracy and speech movement stability) were conducted. The accuracy and articulatory stability of productions of the nonwords were assessed before and after repetition or reading. Segmental accuracy results indicate that all 3 groups demonstrated greater learning when they were able to read, rather than just hear, the nonwords. Speech movement results indicate that, for adults with poor reading skills, exposure to the nonwords in a transparent spelling reduces the articulatory variability of speech production. Reading skill was correlated with speech movement stability in the groups of adults. In children and adults, orthography interacts with speech production; all participants integrate orthography into their lexical representations. Adults with poor reading skills do not use the same reading or speaking strategies as children with typical reading skills.
Utilizing computerized entertainment education in the development of decision aids for lower literate and naïve computer users.

PubMed

Jibaja-Weiss, Maria L; Volk, Robert J

2007-01-01

Decision aids have been developed by using various delivery methods, including interactive computer programs. Such programs, however, still rely heavily on written information, health and digital literacy, and reading ease. We describe an approach to overcome these potential barriers for low-literate, underserved populations by making design considerations for poor readers and naïve computer users and by using concepts from entertainment education to engage the user and to contextualize the content for the user. The system design goals are to make the program both didactic and entertaining and the navigation and graphical user interface as simple as possible. One entertainment education strategy, the soap opera, is linked seamlessly to interactive learning modules to enhance the content of the soap opera episodes. The edutainment decision aid model (EDAM) guides developers through the design process. Although designing patient decision aids that are educational, entertaining, and targeted toward poor readers and those with limited computer skills is a complex task, it is a promising strategy for aiding this population. Entertainment education may be a highly effective approach to promoting informed decision making for patients with low health literacy.
Orthography and Modality Influence Speech Production in Adults and Children

PubMed Central

Goffman, Lisa; Hogan, Tiffany P.

2016-01-01

Purpose The acquisition of literacy skills influences the perception and production of spoken language. We examined if orthography influences implicit processing in speech production in child readers and in adult readers with low and high reading proficiency. Method Children (n = 17), adults with typical reading skills (n = 17), and adults demonstrating low reading proficiency (n = 18) repeated or read aloud nonwords varying in orthographic transparency. Analyses of implicit linguistic processing (segmental accuracy and speech movement stability) were conducted. The accuracy and articulatory stability of productions of the nonwords were assessed before and after repetition or reading. Results Segmental accuracy results indicate that all 3 groups demonstrated greater learning when they were able to read, rather than just hear, the nonwords. Speech movement results indicate that, for adults with poor reading skills, exposure to the nonwords in a transparent spelling reduces the articulatory variability of speech production. Reading skill was correlated with speech movement stability in the groups of adults. Conclusions In children and adults, orthography interacts with speech production; all participants integrate orthography into their lexical representations. Adults with poor reading skills do not use the same reading or speaking strategies as children with typical reading skills. PMID:27942710
Gas insufflation of minimal preparation CT of the colon reduces false-positives

PubMed Central

Slater, A; North, M; Hart, M; Ferrett, C

2012-01-01

Objectives Minimal preparation CT of the colon (MPCT colon) is used for investigation of suspected colorectal cancer in frail and/or elderly patients who would be expected to tolerate laxative bowel preparation poorly. Although it has good sensitivity for colorectal cancer it has a poor specificity. We wished to investigate whether distension of the colon with carbon dioxide alone would reduce the number of false-positives, but without making the test arduous or excessively uncomfortable. Methods 134 patients were recruited and underwent MPCT colon with gas insufflation and antispasmodics. Results were compared with a cohort of 134 patients undergoing standard protocol MPCT colon. The numbers of false-positives were compared, as was reader confidence. All trial patients were given a questionnaire documenting their experience. Results The number of false-positives was 15% in the control group and 5% in the trial group; this difference was statistically significant, (p=0.01). Reader confidence was increased in the trial group. Patient tolerance was good, with 95% saying they would have the test again. Conclusion Use of gas insufflation and antispasmodics reduces the false-positives from 15% to 5% without adversely affecting patient tolerance. PMID:21224295
A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention.

PubMed

Barth, Amy E; Denton, Carolyn A; Stuebing, Karla K; Fletcher, Jack M; Cirino, Paul T; Francis, David J; Vaughn, Sharon

2010-05-01

The cerebellar hypothesis of dyslexia posits that cerebellar deficits are associated with reading disabilities and may explain why some individuals with reading disabilities fail to respond to reading interventions. We tested these hypotheses in a sample of children who participated in a grade 1 reading intervention study (n = 174) and a group of typically achieving children (n = 62). At posttest, children were classified as adequately responding to the intervention (n = 82), inadequately responding with decoding and fluency deficits (n = 36), or inadequately responding with only fluency deficits (n = 56). Based on the Bead Threading and Postural Stability subtests from the Dyslexia Screening Test-Junior, we found little evidence that assessments of cerebellar functions were associated with academic performance or responder status. In addition, we did not find evidence supporting the hypothesis that cerebellar deficits are more prominent for poor readers with "specific" reading disabilities (i.e., with discrepancies relative to IQ) than for poor readers with reading scores consistent with IQ. In contrast, measures of phonological awareness, rapid naming, and vocabulary were strongly associated with responder status and academic outcomes. These results add to accumulating evidence that fails to associate cerebellar functions with reading difficulties.
Visual selective attention and reading efficiency are related in children.

PubMed

Casco, C; Tressoldi, P E; Dellantonio, A

1998-09-01

We investigated the relationship between visual selective attention and linguistic performance. Subjects were classified in four categories according to their accuracy in a letter cancellation task involving selective attention. The task consisted in searching a target letter in a set of background letters and accuracy was measured as a function of set size. We found that children with the lowest performance in the cancellation task present a significantly slower reading rate and a higher number of reading visual errors than children with highest performance. Results also show that these groups of searchers present significant differences in a lexical search task whereas their performance did not differ in lexical decision and syllables control task. The relationship between letter search and reading, as well as the finding that poor readers-searchers perform poorly lexical search tasks also involving selective attention, suggest that the relationship between letter search and reading difficulty may reflect a deficit in a visual selective attention mechanisms which is involved in all these tasks. A deficit in visual attention can be linked to the problems that disabled readers present in the function of magnocellular stream which culminates in posterior parietal cortex, an area which plays an important role in guiding visual attention.
Complexity of low-frequency blood oxygen level-dependent fluctuations covaries with local connectivity.

PubMed

Anderson, Jeffrey S; Zielinski, Brandon A; Nielsen, Jared A; Ferguson, Michael A

2014-04-01

Very low-frequency blood oxygen level-dependent (BOLD) fluctuations have emerged as a valuable tool for describing brain anatomy, neuropathology, and development. Such fluctuations exhibit power law frequency dynamics, with largest amplitude at lowest frequencies. The biophysical mechanisms generating such fluctuations are poorly understood. Using publicly available data from 1,019 subjects of age 7-30, we show that BOLD fluctuations exhibit temporal complexity that is linearly related to local connectivity (regional homogeneity), consistently and significantly covarying across subjects and across gray matter regions. This relationship persisted independently of covariance with gray matter density or standard deviation of BOLD signal. During late neurodevelopment, BOLD fluctuations were unchanged with age in association cortex while becoming more random throughout the rest of the brain. These data suggest that local interconnectivity may play a key role in establishing the complexity of low-frequency BOLD fluctuations underlying functional magnetic resonance imaging connectivity. Stable low-frequency power dynamics may emerge through segmentation and integration of connectivity during development of distributed large-scale brain networks. Copyright © 2013 Wiley Periodicals, Inc.
Persistent Language Delay Versus Late Language Emergence in Children With Early Cochlear Implantation

PubMed Central

Nicholas, Johanna; Tobey, Emily; Davidson, Lisa

2016-01-01

Purpose The purpose of the present investigation is to differentiate children using cochlear implants (CIs) who did or did not achieve age-appropriate language scores by midelementary grades and to identify risk factors for persistent language delay following early cochlear implantation. Materials and Method Children receiving unilateral CIs at young ages (12–38 months) were tested longitudinally and classified with normal language emergence (n = 19), late language emergence (n = 22), or persistent language delay (n = 19) on the basis of their test scores at 4.5 and 10.5 years of age. Relative effects of demographic, audiological, linguistic, and academic characteristics on language emergence were determined. Results Age at CI was associated with normal language emergence but did not differentiate late emergence from persistent delay. Children with persistent delay were more likely to use left-ear implants and older speech processor technology. They experienced higher aided thresholds and lower speech perception scores. Persistent delay was foreshadowed by low morphosyntactic and phonological diversity in preschool. Logistic regression analysis predicted normal language emergence with 84% accuracy and persistent language delay with 74% accuracy. Conclusion CI characteristics had a strong effect on persistent versus resolving language delay, suggesting that right-ear (or bilateral) devices, technology upgrades, and improved audibility may positively influence long-term language outcomes. PMID:26501740
Wordless Books: Picture Perfect

ERIC Educational Resources Information Center

Lukehart, Wendy

2011-01-01

Wordless books offer a bounty of riches. The format is accessible to everyone regardless of language or reading ability, making the books ideal for use in international settings, classes with nonnative speakers, or families with adults or children who are struggling or emergent readers. They enrich the aesthetic lives and literacy skills of…
Early Cognitive Profiles of Emergent Readers: A Longitudinal Study

ERIC Educational Resources Information Center

Brunswick, Nicola; Martin, G. Neil; Rippon, Georgina

2012-01-01

This longitudinal study examined the contribution of phonological awareness, phonological memory, and visuospatial ability to reading development in 142 English-speaking children from the start of kindergarten to the middle of Grade 2. Partial cross-lagged analyses revealed significant relationships between early performance on block design and…
Dialogues in Literacy Research. Thirty-Seventh Yearbook of the National Reading Conference.

ERIC Educational Resources Information Center

Readence, John E., Ed.; Baldwin, R. Scott, Ed.

Concentrating on theoretical perspectives on reading, writing and language research, this yearbook contains 33 articles which cover the politics of literacy, emergent and early literacy, vocabulary, comprehension, content area reading, writing, and teacher effectiveness. Articles include: (1) "Tomorrow's Readers Today: Becoming a Profession of…
A Literacy Lesson from an Adult "Burgeoning" Reader

ERIC Educational Resources Information Center

Saal, Leah Katherine; Sulentic Dowell, Margaret-Mary

2014-01-01

Young children who are learning to negotiate print experience emerging literacy. For adults who are beginning entrance into the navigation and negotiation of print literacy, the term "burgeoning" is selected as a more accurate portrayal of the nature of literacy extension into adulthood. This phenomenological case study investigates the…
Web-Based Lessons from Frontliners.

ERIC Educational Resources Information Center

Joseph, Linda C.

1998-01-01

Describes Web-site lessons and resources on the role of women in history, games, circulatory system, the study of color for emergent readers, ePals classroom exchange for French students, nutrition and the food pyramid for elementary and secondary students, and classroom management for teachers. Provides URLs for related Web sites. (PEN)
An Examination of the LVA Approach to Teaching Reading

ERIC Educational Resources Information Center

Murphy, Jean C.

2004-01-01

The Language Vocabulary Acquisition (LVA) Approach is a revolutionary method of reading instruction for emergent and developing readers. It is an intense reading program with high levels of student participation, engagement, and interaction with print text, that yields high outcomes in phonological awareness, reading and writing fluency, and…
Assessing Emergent Readers' Knowledge about Online Reading

ERIC Educational Resources Information Center

Kervin, Lisa; Mantei, Jessica

2016-01-01

The ability to ask questions is essential to learning, reasoning, and understanding. This column introduces a sequence of activities that incorporate the use of digital images and online texts into intentional opportunities for even the youngest learners to work with their teachers and classmates as they wonder, anticipate, explore, and think…

Direct Instruction with Playful Skill Extensions: Action Research in Emergent Literacy Development

ERIC Educational Resources Information Center

Keaton, Jean M.; Palmer, Barbara C.; Nicholas, Karen R.; Lake, Vickie E.

2007-01-01

Direct instruction teaching methods have been found to promote the acquisition of literacy in developing readers. Equally important, learning strategies that allow children to construct knowledge through active participation increase their motivation for reading and writing. This action research was designed to explore the effectiveness of direct…
Language, Literacy and Learning in Educational Practice. A Reader.

ERIC Educational Resources Information Center

Stierer, Barry, Ed.; Maybin, Janet, Ed.

Articles presented include: "Introducing the New Literacy" (John Willinsky); "The Emergence of Literacy" (Nigel Hall); "Media Education: The Limits of a Discourse" (David Buckingham); "Extracts from 'Thought and Language' and 'Mind in Society'" (L. S. Vygotsky); "From Communicating to Talking" (Jerome Bruner); "What Does It Mean To Be Bilingual?"…
The influence of working memory on reading growth in subgroups of children with reading disabilities.

PubMed

Swanson, H Lee; Jerman, Olga

2007-04-01

This 3-year longitudinal study determined whether (a) subgroups of children with reading disabilities (RD) (children with RD only, children with both reading and arithmetic deficits, and low verbal IQ readers) and skilled readers varied in working memory (WM) and short-term memory (STM) growth and (b) whether growth in an executive system and/or a phonological storage system mediated growth in reading performance. A battery of memory and reading measures was administered to 84 children (11-17 years of age) across three testing waves spaced 1 year apart. The results showed that skilled readers yielded higher WM growth estimates than did the RD groups. No significant differentiation among subgroups of children with RD on growth measures emerged. Hierarchical linear modeling showed that WM (controlled attention), rather than STM (phonological loop), was related to growth in reading comprehension and reading fluency. The results support the notion that deficient growth in the executive component of WM underlies RD.
The origin of modern crocodyliforms: new evidence from the Cretaceous of Australia

PubMed Central

Salisbury, Steven W; Molnar, Ralph E; Frey, Eberhard; Willis, Paul M.A

2006-01-01

While the crocodyliform lineage extends back over 200 million years (Myr) to the Late Triassic, modern forms—members of Eusuchia—do not appear until the Cretaceous. Eusuchia includes the crown group Crocodylia, which comprises Crocodyloidea, Alligatoroidea and Gavialoidea. Fossils of non-crocodylian eusuchians are currently rare and, in most instances, fragmentary. Consequently, the transition from Neosuchia to Crocodylia has been one of the most poorly understood areas of crocodyliform evolution. Here we describe a new crocodyliform from the mid-Cretaceous (98–95 Myr ago; Albian–Cenomanian) Winton Formation of Queensland, Australia, as the most primitive member of Eusuchia. The anatomical changes associated with the emergence of this taxon indicate a pivotal shift in the feeding and locomotor behaviour of crocodyliforms—a shift that may be linked to the subsequent rapid diversification of Eusuchia 20 Myr later during the Late Cretaceous and Early Tertiary. While Laurasia (in particular North America) is the most likely ancestral area for Crocodylia, the biogeographic events associated with the origin of Eusuchia are more complex. Although the fossil evidence is limited, it now seems likely that at least part of the early history of Eusuchia transpired in Gondwana. PMID:16959633
Tracking Children Who Fly below the Radar: Latent Transition Modeling of Students with Late-Emerging Reading Disability

ERIC Educational Resources Information Center

Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Elleman, Amy M.; Gilbert, Jennifer K.

2008-01-01

The purpose of this study was to examine (1) the stability of latent classes associated with reading disability (RD) and typical development (TD) across time, (2) the importance of speeded word recognition as a latent class indicator of RD and TD, and (3) possible early indicators of students with late-emerging RD. Analyses were based on a…
Assessing children's inference generation: what do tests of reading comprehension measure?

PubMed

Bowyer-Crane, Claudine; Snowling, Margaret J

2005-06-01

Previous research suggests that children with specific comprehension difficulties have problems with the generation of inferences. This raises important questions as to whether poor comprehenders have poor comprehension skills generally, or whether their problems are confined to specific inference types. The main aims of the study were (a) using two commonly used tests of reading comprehension to classify the questions requiring the generation of inferences, and (b) to investigate the relative performance of skilled and less-skilled comprehenders on questions tapping different inference types. The performance of 10 poor comprehenders (mean age 110.06 months) was compared with the performance of 10 normal readers (mean age 112.78 months) on two tests of reading comprehension. A qualitative analysis of the NARA II (form 1) and the WORD comprehension subtest was carried out. Participants were then administered the NARA II, WORD comprehension subtest and a test of non-word reading. The NARA II was heavily reliant on the generation of knowledge-based inferences, while the WORD comprehension subtest was biased towards the retention of literal information. Children identified by the NARA II as having comprehension difficulties performed in the normal range on the WORD comprehension subtests. Further, children with comprehension difficulties performed poorly on questions requiring the generation of knowledge-based and elaborative inferences. However, they were able to answer questions requiring attention to literal information or use of cohesive devices at a level comparable to normal readers. Different reading tests tap different types of inferencing skills. Lessskilled comprehenders have particular difficulty applying real-world knowledge to a text during reading, and this has implications for the formulation of effective intervention strategies.
Visuo-spatial cueing in children with differential reading and spelling profiles

PubMed Central

Kemény, Ferenc; Gangl, Melanie; Schulte-Körne, Gerd; Moll, Kristina; Landerl, Karin

2017-01-01

Dyslexia has been claimed to be causally related to deficits in visuo-spatial attention. In particular, inefficient shifting of visual attention during spatial cueing paradigms is assumed to be associated with problems in graphemic parsing during sublexical reading. The current study investigated visuo-spatial attention performance in an exogenous cueing paradigm in a large sample (N = 191) of third and fourth graders with different reading and spelling profiles (controls, isolated reading deficit, isolated spelling deficit, combined deficit in reading and spelling). Once individual variability in reaction times was taken into account by means of z-transformation, a cueing deficit (i.e. no significant difference between valid and invalid trials) was found for children with combined deficits in reading and spelling. However, poor readers without spelling problems showed a cueing effect comparable to controls, but exhibited a particularly strong right-over-left advantage (position effect). Isolated poor spellers showed a significant cueing effect, but no position effect. While we replicated earlier findings of a reduced cueing effect among poor nonword readers (indicating deficits in sublexical processing), we also found a reduced cueing effect among children with particularly poor orthographic spelling (indicating deficits in lexical processing). Thus, earlier claims of a specific association with nonword reading could not be confirmed. Controlling for ADHD-symptoms reported in a parental questionnaire did not impact on the statistical analysis, indicating that cueing deficits are not caused by more general attentional limitations. Between 31 and 48% of participants in the three reading and/or spelling deficit groups as well as 32% of the control group showed reduced spatial cueing. These findings indicate a significant, but moderate association between certain aspects of visuo-spatial attention and subcomponents of written language processing, the causal status of which is yet unclear. PMID:28686635
Visuo-spatial cueing in children with differential reading and spelling profiles.

PubMed

Banfi, Chiara; Kemény, Ferenc; Gangl, Melanie; Schulte-Körne, Gerd; Moll, Kristina; Landerl, Karin

2017-01-01

Dyslexia has been claimed to be causally related to deficits in visuo-spatial attention. In particular, inefficient shifting of visual attention during spatial cueing paradigms is assumed to be associated with problems in graphemic parsing during sublexical reading. The current study investigated visuo-spatial attention performance in an exogenous cueing paradigm in a large sample (N = 191) of third and fourth graders with different reading and spelling profiles (controls, isolated reading deficit, isolated spelling deficit, combined deficit in reading and spelling). Once individual variability in reaction times was taken into account by means of z-transformation, a cueing deficit (i.e. no significant difference between valid and invalid trials) was found for children with combined deficits in reading and spelling. However, poor readers without spelling problems showed a cueing effect comparable to controls, but exhibited a particularly strong right-over-left advantage (position effect). Isolated poor spellers showed a significant cueing effect, but no position effect. While we replicated earlier findings of a reduced cueing effect among poor nonword readers (indicating deficits in sublexical processing), we also found a reduced cueing effect among children with particularly poor orthographic spelling (indicating deficits in lexical processing). Thus, earlier claims of a specific association with nonword reading could not be confirmed. Controlling for ADHD-symptoms reported in a parental questionnaire did not impact on the statistical analysis, indicating that cueing deficits are not caused by more general attentional limitations. Between 31 and 48% of participants in the three reading and/or spelling deficit groups as well as 32% of the control group showed reduced spatial cueing. These findings indicate a significant, but moderate association between certain aspects of visuo-spatial attention and subcomponents of written language processing, the causal status of which is yet unclear.
Readership survey. A big welcome for Diagnostics in Africa.

PubMed

Chinnock, P

1994-09-01

Targeted to physicians, Africa Health is circulated free to 5600 readers in 23 African countries. Diagnostics in Africa (DIA) is a young publication included as a supplement of Africa Health aimed at laboratory personnel. Readers of DIA were surveyed in the first two issues to find out what they thought of the supplement, how it could be improved, and which problems they currently faced in their work. 98 questionnaires were returned from twelve African countries. 46% of respondents were qualified in laboratory science and 41% were physicians; the others were unqualified laboratory staff and other medical personnel. 73% responded that DIA was very useful and 27% useful, with 80% finding the articles of appropriate depth and complexity. Respondents would like to read about clinical chemistry, histopathology/histology, immunology, management issues, serology, and education/professional development, and would particularly enjoy material in the form of readers' letters and quizzes. Readers responded variously that they were regularly exposed to either Medicine Digest, Dialogue on Diarrhea, Postgraduate Doctor, Labmedica, Lancet, International Diabetes Digest, New England Journal of Medicine, British Medical Journal, or ARI News. Problems typically faced in their work include lack of resources, problems related to HIV testing/screening, poor access to literature, problems with professional development, and difficulty understanding the theory and practice of Western blot tests. These findings confirm assessments of the situation in Africa's medical labs which led to the launching of DIA.
Effect of metal artifact reduction software on image quality of C-arm cone-beam computed tomography during intracranial aneurysm treatment.

PubMed

Enomoto, Yukiko; Yamauchi, Keita; Asano, Takahiko; Otani, Katharina; Iwama, Toru

2018-01-01

Background and purpose C-arm cone-beam computed tomography (CBCT) has the drawback that image quality is degraded by artifacts caused by implanted metal objects. We evaluated whether metal artifact reduction (MAR) prototype software can improve the subjective image quality of CBCT images of patients with intracranial aneurysms treated with coils or clips. Materials and methods Forty-four patients with intracranial aneurysms implanted with coils (40 patients) or clips (four patients) underwent one CBCT scan from which uncorrected and MAR-corrected CBCT image datasets were reconstructed. Three blinded readers evaluated the image quality of the image sets using a four-point scale (1: Excellent, 2: Good, 3: Poor, 4: Bad). The median scores of the three readers of uncorrected and MAR-corrected images were compared with the paired Wilcoxon signed-rank and inter-reader agreement of change scores was assessed by weighted kappa statistics. The readers also recorded new clinical findings, such as intracranial hemorrhage, air, or surrounding anatomical structures on MAR-corrected images. Results The image quality of MAR-corrected CBCT images was significantly improved compared with the uncorrected CBCT image ( p < 0.001). Additional clinical findings were seen on CBCT images of 70.4% of patients after MAR correction. Conclusion MAR software improved image quality of CBCT images degraded by metal artifacts.
Variability and accuracy in interpretation of consolidation on chest radiography for diagnosing pneumonia in children under 5 years of age.

PubMed

Williams, Gabrielle J; Macaskill, Petra; Kerr, Marianne; Fitzgerald, Dominic A; Isaacs, David; Codarini, Miriam; McCaskill, Mary; Prelog, Kristina; Craig, Jonathan C

2013-12-01

Consolidation on chest radiography is widely used as the reference standard for defining pneumonia and variability in interpretation is well known but not well explored or explained. Three pediatric sub-specialists (infectious diseases, radiology and respiratory medicine) viewed 3,033 chest radiographs in children aged under 5 years of age who presented to one Emergency Department (ED) with a febrile illness. Radiographs were viewed blind to clinical information about the child and blind to findings of other readers. Each chest radiograph was identified as positive or negative for consolidation. Percentage agreement and kappa scores were calculated for pairs of readers. Prevalence of consolidation and reader sensitivity/specificity was estimated using latent class analysis. Using the majority rule, 456 (15%) chest radiographs were positive for consolidation while the latent class estimate was 17%. The radiologist was most likely (21.3%) and respiratory physician least likely (13.7%) to diagnose consolidation. Overall percentage agreement for pairs of readers was 85-90%. However, chance corrected agreement between the readers was moderate, with kappa scores 0.4-0.6 and did not vary with patient characteristics (age, gender, and presence of chronic illness). Estimated sensitivity ranged from 0.71 to 0.81 across readers, and specificity 0.91 to 0.98. Overall agreement for identification of consolidation on chest radiographs was good, but agreement adjusted for chance was only moderate and did not vary with patient characteristics. Clinicians need to be aware that chest radiography is an imperfect test for diagnosing pneumonia and has considerable variability in its interpretation. © 2013 Wiley Periodicals, Inc.
Subclones dominate at MDS progression following allogeneic hematopoietic cell transplant

PubMed Central

Jacoby, Meagan A.; Duncavage, Eric J.; Chang, Gue Su; Miller, Christopher A.; Shao, Jin; Elliott, Kevin; Robinson, Joshua; Fulton, Robert S.; Fronick, Catrina C.; O’Laughlin, Michelle; Heath, Sharon E.; Welch, John S.; Link, Daniel C.; DiPersio, John F.; Westervelt, Peter; Ley, Timothy J.; Graubert, Timothy A.; Walter, Matthew J.

2018-01-01

Allogeneic hematopoietic cell transplantation (alloHCT) is a potentially curative treatment for myelodysplastic syndromes (MDS), but patients who relapse after transplant have poor outcomes. In order to understand the contribution of tumor clonal evolution to disease progression,we applied exome and error-corrected targeted sequencing coupled with copy number analysis to comprehensively define changes in the clonal architecture of MDS in response to therapy using 51 serially acquired tumor samples from 9 patients who progressed after an alloHCT. We show that small subclones before alloHCT can drive progression after alloHCT. Notably, at least one subclone expanded or emerged at progression in all patients. Newly acquired structural variants (SVs) were present in an emergent/expanding subclone in 8 of 9 patients at progression, implicating the acquisition of SVs as important late subclonal progression events. In addition, pretransplant therapy with azacitidine likely influenced the mutation spectrum and evolution of emergent subclones after alloHCT. Although subclone evolution is common, founding clone mutations are always present at progression and could be detected in the bone marrow as early as 30 and/or 100 days after alloHCT in 6 of 8 (75%) patients, often prior to clinical progression. In conclusion, MDS progression after alloHCT is characterized by subclonal expansion and evolution, which can be influenced by pretransplant therapy. PMID:29515031
Does involvement in food preparation track from adolescence to young adulthood and is it associated with better dietary quality? Findings from a ten-year longitudinal study

PubMed Central

Larson, Nicole I.; Neumark-Sztainer, Dianne; Story, Mary

2012-01-01

Objectives To examine whether involvement in food preparation tracks over time, between adolescence (15–18 years), emerging adulthood (19–23 years), and the mid-to-late twenties (24–28 years), as well as examine 10-year longitudinal associations between home food preparation, dietary quality and meal patterning. Design Population-based, longitudinal cohort study. Setting Participants were originally sampled from Minnesota public secondary schools (USA). Subjects Participants enrolled in Project EAT (Eating Among Teens)-I, EAT-II, and EAT-III (n=1,321). Results Most participants in their mid-to-late twenties reported an enjoyment of cooking (73% of males, 80% of females); however, few prepared meals including vegetables most days of the week (24% males, 41% females). Participants in their mid-to-late twenties who enjoyed cooking were more likely to have engaged in food preparation as adolescents and emerging adults (p<0.01); those who frequently prepared meals including vegetables were more likely to have engaged in food preparation as emerging adults (p<0.001), but not adolescents. Emerging adult food preparation predicted better dietary quality five years later in the mid-to-late twenties, including higher intakes of fruit, vegetables, dark green/orange vegetables, and less sugar sweetened beverage and fast food consumption. Associations between adolescent food preparation and later dietary quality yielded few significant results. Conclusions Food preparation behaviors appeared to track over time, and engagement in food preparation during emerging adulthood, but not adolescence, was associated with healthier dietary intake during the mid-to-late twenties. Intervention studies are needed to understand whether promoting healthy food preparation results in improvements in eating patterns during the transition to adulthood. PMID:22124458
Does involvement in food preparation track from adolescence to young adulthood and is it associated with better dietary quality? Findings from a 10-year longitudinal study.

PubMed

Laska, Melissa N; Larson, Nicole I; Neumark-Sztainer, Dianne; Story, Mary

2012-07-01

To examine whether involvement in food preparation tracks over time, between adolescence (15-18 years), emerging adulthood (19-23 years) and the mid-to-late twenties (24-28 years), as well as 10-year longitudinal associations between home food preparation, dietary quality and meal patterning. Population-based, longitudinal cohort study. Participants were originally sampled from Minnesota public secondary schools (USA). Participants enrolled in Project EAT (Eating Among Teens and Young Adults)-I, EAT-II and EAT-III (n 1321). Most participants in their mid-to-late twenties reported an enjoyment of cooking (73 % of males, 80 % of females); however, few prepared meals including vegetables most days of the week (24 % of males, 41 % of females). Participants in their mid-to-late twenties who enjoyed cooking were more likely to have engaged in food preparation as adolescents and emerging adults (P < 0·01); those who frequently prepared meals including vegetables were more likely to have engaged in food preparation as emerging adults (P < 0·001), but not as adolescents. Emerging adult food preparation predicted better dietary quality five years later in the mid-to-late twenties, including higher intakes of fruit, vegetables and dark green/orange vegetables, and less sugar-sweetened beverage and fast-food consumption. Associations between adolescent food preparation and later dietary quality yielded few significant results. Food preparation behaviours appeared to track over time and engagement in food preparation during emerging adulthood, but not adolescence, was associated with healthier dietary intake during the mid-to-late twenties. Intervention studies are needed to understand whether promoting healthy food preparation results in improvements in eating patterns during the transition to adulthood.
Urgent surgery for complicated colonic diverticula.

PubMed

Funariu, Gheorghe; Binţinţan, Vasile; Seicean, Radu

2006-03-01

The AIM of this retrospective study was to evaluate the emergency surgical treatment of life-threatening complications of colonic diverticula. In the last 11 years, 22 of 101 patients with colonic diverticula (22.1%) underwent urgent surgery for acute complications: perforated gangrenous diverticulitis with generalized peritonitis (n=8) or pericolic abscess (n=8), acute bowel obstruction (n=4) and severe diverticular bleeding (n=2). In all patients with diffuse peritonitis or acute obstruction the indication for surgery was decided on clinical basis and the complicated diverticula were recognized only intra-operatively. Emergency surgical strategy differed according to the type of complication and the biologic condition of the patient: segmental colectomy and primary anastomosis for diverticular perforation (n=4), colonic stenosis (n=3) or diverticular bleeding (n=2); Hartmann resection with late reconnecting anastomosis in patients with diverticular perforation (n=5) or colonic obstruction (n=1); diverticulectomy with peritoneal drainage (n=2) and colostomy and drainage followed by secondary colectomy (n=5) for diverticular perforations in patients with poor general condition. Only one patient (4.5%) died post-operatively of multiple organ failure from generalized peritonitis. There was no anastomotic leakage in patients with primary anastomosis. Six patients (27.2%) developed wound infection. Hospital stay ranged between 11 and 60 days, significantly longer in cases with two-stage operations. Primary colectomy with immediate or delayed anastomosis is the best surgical procedure for acute divericular complications in patients with good biologic status. Two-stage operations such as colostomy and drainage coupled with late colectomy remain the viable alternative in patients with advanced disease and critical biologic condition.
High levels of diversity and population structure in the potato late blight pathogen at the Mexico centre of origin.

PubMed

Wang, Jianan; Fernández-Pavía, Sylvia P; Larsen, Meredith M; Garay-Serrano, Edith; Gregorio-Cipriano, Rosario; Rodríguez-Alvarado, Gerardo; Grünwald, Niklaus J; Goss, Erica M

2017-02-01

Globally destructive crop pathogens often emerge by migrating out of their native ranges. These pathogens are often diverse at their centre of origin and may exhibit adaptive variation in the invaded range via multiple introductions from different source populations. However, source populations are generally unidentified or poorly studied compared to invasive populations. Phytophthora infestans, the causal agent of late blight, is one of the most costly pathogens of potato and tomato worldwide. Mexico is the centre of origin and diversity of P. infestans and migration events out of Mexico have enormously impacted disease dynamics in North America and Europe. The debate over the origin of the pathogen, and population studies of P. infestans in Mexico, has focused on the Toluca Valley, whereas neighbouring regions have been little studied. We examined the population structure of P. infestans across central Mexico, including samples from Michoacán, Tlaxcala and Toluca. We found high levels of diversity consistent with sexual reproduction in Michoacán and Tlaxcala and population subdivision that was strongly associated with geographic region. We determined that population structure in central Mexico has contributed to diversity in introduced populations based on relatedness of U.S. clonal lineages to Mexican isolates from different regions. Our results suggest that P. infestans exists as a metapopulation in central Mexico, and this population structure could be contributing to the repeated re-emergence of P. infestans in the United States and elsewhere. © 2016 John Wiley & Sons Ltd.
In Quest of the Antique: The Bazaar, Exchange and Mart and the Democratization of Collecting, 1926-42.

PubMed

Egginton, Heidi

2017-06-01

The popularization of antique collecting is typically located in the second half of the twentieth century, with the rise of 'retrochic' and the emergence of new markets and online trading websites for anonymously exchanging second-hand goods. Close study of the printed literature connected with the inter-war second-hand trade, however, challenges conventional chronologies in the history of consumer culture, and can provide a new perspective on the role of collecting in British social and cultural life. This article examines the period, after the late 1920s, during which The Bazaar, Exchange and Mart reinvented itself as a forum for antique and decorative art enthusiasts. It argues that, in speaking to and publishing contributions from so-called 'small collectors', this 'Popular Weekly for Collectors and Connoisseurs' helped shape a modern and democratic culture of art appreciation in which ordinary people were actively invited to participate. The private correspondence archive of a Buckinghamshire subscriber who used the Exchange and Mart to sell his collection of 'Egyptian, Greek, and Roman Antiquities' to readers across the country during the 1930s reveals an intimate portrait of the desires, fantasies, and pleasures associated with the popular experience of collecting in pre-war Britain. © The Author [2016]. Published by Oxford University Press.
Report on forest tree seed crop in New England in 1957

Treesearch

A. C. Hart

1958-01-01

Forest tree seed crops were generally poor in 1957 throughout New England, according to reports by observers. Late spring frosts and below-normal precipitation were probably responsible for poor or failing crops of some species.
Timing and pacing of the Late Devonian mass extinction event regulated by eccentricity and obliquity.

PubMed

De Vleeschouwer, David; Da Silva, Anne-Christine; Sinnesael, Matthias; Chen, Daizhao; Day, James E; Whalen, Michael T; Guo, Zenghui; Claeys, Philippe

2017-12-22

The Late Devonian envelops one of Earth's big five mass extinction events at the Frasnian-Famennian boundary (374 Ma). Environmental change across the extinction severely affected Devonian reef-builders, besides many other forms of marine life. Yet, cause-and-effect chains leading to the extinction remain poorly constrained as Late Devonian stratigraphy is poorly resolved, compared to younger cataclysmic intervals. In this study we present a global orbitally calibrated chronology across this momentous interval, applying cyclostratigraphic techniques. Our timescale stipulates that 600 kyr separate the lower and upper Kellwasser positive δ 13 C excursions. The latter excursion is paced by obliquity and is therein similar to Mesozoic intervals of environmental upheaval, like the Cretaceous Ocean-Anoxic-Event-2 (OAE-2). This obliquity signature implies coincidence with a minimum of the 2.4 Myr eccentricity cycle, during which obliquity prevails over precession, and highlights the decisive role of astronomically forced "Milankovitch" climate change in timing and pacing the Late Devonian mass extinction.
Mobile Phone Ratiometric Imaging Enables Highly Sensitive Fluorescence Lateral Flow Immunoassays without External Optical Filters.

PubMed

Shah, Kamal G; Singh, Vidhi; Kauffman, Peter C; Abe, Koji; Yager, Paul

2018-05-14

Paper-based diagnostic tests based on the lateral flow immunoassay concept promise low-cost, point-of-care detection of infectious diseases, but such assays suffer from poor limits of detection. One factor that contributes to poor analytical performance is a reliance on low-contrast chromophoric optical labels such as gold nanoparticles. Previous attempts to improve the sensitivity of paper-based diagnostics include replacing chromophoric labels with enzymes, fluorophores, or phosphors at the expense of increased fluidic complexity or the need for device readers with costly optoelectronics. Several groups, including our own, have proposed mobile phones as suitable point-of-care readers due to their low cost, ease of use, and ubiquity. However, extant mobile phone fluorescence readers require costly optical filters and were typically validated with only one camera sensor module, which is inappropriate for potential point-of-care use. In response, we propose to couple low-cost ultraviolet light-emitting diodes with long Stokes-shift quantum dots to enable ratiometric mobile phone fluorescence measurements without optical filters. Ratiometric imaging with unmodified smartphone cameras improves the contrast and attenuates the impact of excitation intensity variability by 15×. Practical application was shown with a lateral flow immunoassay for influenza A with nucleoproteins spiked into simulated nasal matrix. Limits of detection of 1.5 and 2.6 fmol were attained on two mobile phones, which are comparable to a gel imager (1.9 fmol), 10× better than imaging gold nanoparticles on a scanner (18 fmol), and >2 orders of magnitude better than gold nanoparticle-labeled assays imaged with mobile phones. Use of the proposed filter-free mobile phone imaging scheme is a first step toward enabling a new generation of highly sensitive, point-of-care fluorescence assays.

Science for the Chinese Common Reader? Myriad Treasures and New Knowledge at the Turn of the Twentieth Century.

PubMed

Judge, Joan

2017-09-01

Argument This article argues that in order to discern the place of science in the epistemology of Chinese common readers, it is critical to look beyond the coastal enclaves where foreign missionaries and experts interacted with Chinese scholars and officials, beyond the translated treatises they produced, and even beyond the various forms of new media that attempted to more widely disseminate the principles of Western science. Instead, it asserts the need to engage a different register of materials that were less directly tied to foreign expertise, more directly in line with pre-existing lineages of printed materials, and at the same time, integral to early-twentieth-century Chinese circuits of information. The article focuses explicitly on one print phenomena that has been completely overlooked in the scholarship to date, the expansion and revitalization of the genre of texts known as wanbao quanshu (comprehensive compendia of myriad treasures) in the late Qing (1890-1911) and early Republic (1912-1930).
A Latent Transition Analysis of English Learners with Reading Disabilities: Do Measures of Cognition Add to Predictions of Late Emerging Risk Status?

ERIC Educational Resources Information Center

Swanson, H. Lee

2017-01-01

The purpose of this cohort sequential study was to extend previously reported latent transition analyses conducted by Swanson, Kudo, and Guzman-Orth (2016) by determining the role of cognitive measures in identifying English learners (EL) at risk for late emerging reading disabilities (LERD). To this end, EL students (N = 450) in Grades 1, 2, and…
Example Elaboration as a Neglected Instructional Strategy

DOE Office of Scientific and Technical Information (OSTI.GOV)

Girill, T R

Over the last decade an unfolding cognitive-psychology research program on how learners use examples to develop effective problem solving expertise has yielded well-established empirical findings. Chi et al., Renkl, Reimann, and Neubert (in various papers) have confirmed statistically significant differences in how good and poor learners inferentially elaborate (self explain) example steps as they study. Such example elaboration is highly relevant to software documentation and training, yet largely neglected in the current literature. This paper summarizes the neglected research on example use and puts its neglect in a disciplinary perspective. The author then shows that differences in support for examplemore » elaboration in commercial software documentation reveal previously over looked usability issues. These issues involve example summaries, using goals and goal structures to reinforce example elaborations, and prompting readers to recognize the role of example parts. Secondly, I show how these same example elaboration techniques can build cognitive maturity among underperforming high school students who study technical writing. Principle based elaborations, condition elaborations, and role recognition of example steps all have their place in innovative, high school level, technical writing exercises, and all promote far transfer problem solving. Finally, I use these studies to clarify the constructivist debate over what writers and readers contribute to text meaning. I argue that writers can influence how readers elaborate on examples, and that because of the great empirical differences in example study effectiveness (and reader choices) writers should do what they can (through within text design features) to encourage readers to elaborate examples in the most successful ways. Example elaboration is a uniquely effective way to learn from worked technical examples. This paper summarizes years of research that clarifies example elaboration. I then show how example elaboration can make complex software documentation more useful, improve the benefits of technical writing exercises for underperforming students, and enlighten the general discussion of how writers can and should help their readers.« less
Reading Comprehension Difficulties in Chinese-English Bilingual Children.

PubMed

Tong, Xiuhong; McBride, Catherine; Shu, Hua; Ho, Connie Suk-Han

2018-02-01

The co-occurrence of reading comprehension difficulties for first language (L1) Chinese and second language (L2) English and associated longitudinal cognitive-linguistic correlates in each language were investigated. Sixteen poor comprehenders in English and 16 poor comprehenders in Chinese, 18 poor readers in both, and 18 children with normal performance in both were identified at age 10. The prevalence rate for being poor in both was 52.94%, suggesting that approximately half of children who are at risk for Chinese reading comprehension difficulty are also at risk for English reading comprehension difficulty. Chinese word reading, phonological, and morphological awareness were longitudinal correlates of poor comprehension in Chinese. English word reading and vocabulary were longitudinal correlates of poor comprehension in English. Chinese phonological awareness was an additional correlate of poor comprehension in English. Moreover, poor comprehenders in both Chinese and English showed slower rapid automatized naming scores than the other groups. Findings highlight some factors that might be critical for reading comprehension in L1 Chinese and L2 English; fluency is likely to be a critical part of reading comprehension across languages. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.
Engaging 21st-Century Adolescents: Video Games in the Reading Classroom

ERIC Educational Resources Information Center

Adams, Megan Glover

2009-01-01

Cross-age tutoring, in which older and younger students work together to improve their ELA skills, is not a new concept; Linda D. Labbo and William H. Teale explored it as a tool for poor readers as early as 1990. The author has found that using tutoring with video games also works well. Students have the opportunity to read aloud collaboratively…
Impact of Timed Reading on Comprehension and Speed: A Study on Turkish EFL Learners

ERIC Educational Resources Information Center

Armagan, Kiymet Selin; Genc, Zubeyde Sinem

2017-01-01

Reading process has always been one of the most significant and debatable topics in the area of learning and teaching languages. Reading process in mother tongue (L1) and in a foreign language (L2), the association of these processes, variables affecting reading and the qualities of good and poor readers in L1 and L2 have been investigated…
Connecting the Dots: Raising a Reader Builds Evidence Base for Its Parent Engagement and Early Literacy Program. Research Report. Publication #2014-60

ERIC Educational Resources Information Center

Walker, Karen; Gooze, Rachel A.; Torres, Alicia

2014-01-01

Early literacy skills are the foundation for school success. This is particularly important for groups of children at heightened risk of poor educational outcomes, such as English language learners and children from low-income families. Informed by a growing body of research and evaluation studies that point to the importance of home literacy…
Earliest Mysticete from the Late Eocene of Peru Sheds New Light on the Origin of Baleen Whales.

PubMed

Lambert, Olivier; Martínez-Cáceres, Manuel; Bianucci, Giovanni; Di Celma, Claudio; Salas-Gismondi, Rodolfo; Steurbaut, Etienne; Urbina, Mario; de Muizon, Christian

2017-05-22

Although combined molecular and morphological analyses point to a late middle Eocene (38-39 million years ago) origin for the clade Neoceti (Odontoceti, echolocating toothed whales plus Mysticeti, baleen whales, and relatives), the oldest known mysticete fossil dates from the latest Eocene (about 34 million years ago) of Antarctica [1, 2]. Considering that the latter is not the most stemward mysticete in recent phylogenies and that Oligocene toothed mysticetes display a broad morphological disparity most likely corresponding to contrasted ecological niches, the origin of mysticetes from a basilosaurid ancestor and its drivers are currently poorly understood [1, 3-8]. Based on an articulated cetacean skeleton from the early late Eocene (Priabonian, around 36.4 million years ago) of the Pisco Basin, Peru, we describe a new archaic tooth-bearing mysticete, Mystacodon selenensis gen. et sp. nov. Being the geologically oldest neocete (crown group cetacean) and the earliest mysticete to branch off described so far, the new taxon is interpreted as morphologically intermediate between basilosaurids and later toothed mysticetes, providing thus crucial information about the anatomy of the skull, forelimb, and innominate at these critical initial stages of mysticete evolution. Major changes in the morphology of the oral apparatus (including tooth wear) and flipper compared to basilosaurids suggest that suction and possibly benthic feeding represented key, early ecological traits accompanying the emergence of modern filter-feeding baleen whales' ancestors. Copyright © 2017 Elsevier Ltd. All rights reserved.
Omics-Based Identification of Biomarkers for Nasopharyngeal Carcinoma

PubMed Central

2015-01-01

Nasopharyngeal carcinoma (NPC) is a head and neck cancer that is highly found in distinct geographic areas, such as Southeast Asia. The management of NPC remains burdensome as the prognosis is poor due to the late presentation of the disease and the complex nature of NPC pathogenesis. Therefore, it is necessary to find effective molecular markers for early detection and therapeutic measure of NPC. In this paper, the discovery of molecular biomarker for NPC through the emerging omics technologies including genomics, miRNA-omics, transcriptomics, proteomics, and metabolomics will be extensively reviewed. These markers have been shown to play roles in various cellular pathways in NPC progression. The knowledge on their function will help us understand in more detail the complexity in tumor biology, leading to the better strategies for early detection, outcome prediction, detection of disease recurrence, and therapeutic approach. PMID:25999660
Detection of Broad Hα Emission Lines in the Late-time Spectra of a Hydrogen-poor Superluminous Supernova

NASA Astrophysics Data System (ADS)

Yan, Lin; Quimby, R.; Ofek, E.; Gal-Yam, A.; Mazzali, P.; Perley, D.; Vreeswijk, P. M.; Leloudas, G.; De Cia, A.; Masci, F.; Cenko, S. B.; Cao, Y.; Kulkarni, S. R.; Nugent, P. E.; Rebbapragada, Umaa D.; Woźniak, P. R.; Yaron, O.

2015-12-01

iPTF13ehe is a hydrogen-poor superluminous supernova (SLSN) at z = 0.3434, with a slow-evolving light curve and spectral features similar to SN2007bi. It rises in 83-148 days to reach a peak bolometric luminosity of ˜1.3 × 1044 erg s-1, then decays slowly at 0.015 mag day-1. The measured ejecta velocity is ˜ 13,000 km s-1. The inferred explosion characteristics, such as the ejecta mass (70-220 M⊙), and the total radiative and kinetic energy (Erad ˜ 1051 erg, Ekin ˜ 2 × 1053 erg), are typical of slow-evolving H-poor SLSN events. However, the late-time spectrum taken at +251 days (rest, post-peak) reveals a Balmer Hα emission feature with broad and narrow components, which has never been detected before among other H-poor SLSNe. The broad component has a velocity width of ˜4500 km s-1 and a ˜300 km s-1 blueward shift relative to the narrow component. We interpret this broad Hα emission with a luminosity of ˜2 × 1041 erg s-1 as resulting from the interaction between the supernova ejecta and a discrete H-rich shell, located at a distance of ˜4 × 1016 cm from the explosion site. This interaction causes the rest-frame r-band LC to brighten at late times. The fact that the late-time spectra are not completely absorbed by the shock-ionized H-shell implies that its Thomson scattering optical depth is likely ≤1, thus setting upper limits on the shell mass ≤30 M⊙. Of the existing models, a Pulsational Pair Instability supernova model can naturally explain the observed 30 M⊙ H-shell, ejected from a progenitor star with an initial mass of (95-150) M⊙ about 40 years ago. We estimate that at least ˜15% of all SLSNe-I may have late-time Balmer emission lines.
Late Language Emergence at 24 Months: An Epidemiological Study of Prevalence, Predictors, and Covariates

PubMed Central

Zubrick, Stephen R.; Taylor, Catherine L.; Rice, Mabel L.

2012-01-01

Purpose The primary objectives of this study were to determine the prevalence of late language emergence (LLE) and to investigate the predictive status of maternal, family, and child variables. Method This is a prospective cohort study of 1766 epidemiologically ascertained twenty-four-month singleton children. The framework was an ecological model of child development, encompassing a wide range of maternal, family, and child variables. Data were obtained using postal questionnaire. Item analyses of the 6-item Ages and Stages Questionnaire (ASQ) Communication Scale yielded a composite score encompassing comprehension as well as production items. One standard deviation below the mean yielded good separation of affected from unaffected children. Analyses of bivariate relationships with maternal, family, and child variables were carried out, followed by multivariate logistic regression to predict LLE group membership. Results 13.4% of the sample showed late language emergence via the ASQ criterion; 19.1% using a single item “combining words.” Risk for LLE at 24 months was not associated with particular strata of parental educational levels, socioeconomic resources, parental mental health, parenting practices or family functioning. Significant predictors included familial history of late language emergence, male gender and early neurobiological growth. Covariates included psychosocial indicators. Conclusion Results are congruent with models of language emergence and impairment that posit a strong role for neurobiological and genetic mechanisms of onset that operate across a wide variation in maternal and family characteristics. PMID:18055773
Stress echocardiography with smartphone: real-time remote reading for regional wall motion.

PubMed

Scali, Maria Chiara; de Azevedo Bellagamba, Clarissa Carmona; Ciampi, Quirino; Simova, Iana; de Castro E Silva Pretto, José Luis; Djordjevic-Dikic, Ana; Dodi, Claudio; Cortigiani, Lauro; Zagatina, Angela; Trambaiolo, Paolo; Torres, Marco R; Citro, Rodolfo; Colonna, Paolo; Paterni, Marco; Picano, Eugenio

2017-11-01

The diffusion of smart-phones offers access to the best remote expertise in stress echo (SE). To evaluate the reliability of SE based on smart-phone filming and reading. A set of 20 SE video-clips were read in random sequence with a multiple choice six-answer test by ten readers from five different countries (Italy, Brazil, Serbia, Bulgaria, Russia) of the "SE2020" study network. The gold standard to assess accuracy was a core-lab expert reader in agreement with angiographic verification (0 = wrong, 1 = right). The same set of 20 SE studies were read, in random order and >2 months apart, on desktop Workstation and via smartphones by ten remote readers. Image quality was graded from 1 = poor but readable, to 3 = excellent. Kappa (k) statistics was used to assess intra- and inter-observer agreement. The image quality was comparable in desktop workstation vs. smartphone (2.0 ± 0.5 vs. 2.4 ± 0.7, p = NS). The average reading time per case was similar for desktop versus smartphone (90 ± 39 vs. 82 ± 54 s, p = NS). The overall diagnostic accuracy of the ten readers was similar for desktop workstation vs. smartphone (84 vs. 91%, p = NS). Intra-observer agreement (desktop vs. smartphone) was good (k = 0.81 ± 0.14). Inter-observer agreement was good and similar via desktop or smartphone (k = 0.69 vs. k = 0.72, p = NS). The diagnostic accuracy and consistency of SE reading among certified readers was high and similar via desktop workstation or via smartphone.
Quality control of regional wall motion analysis in stress Echo 2020.

PubMed

Ciampi, Quirino; Picano, Eugenio; Paterni, Marco; Daros, Clarissa Borguezan; Simova, Iana; de Castro E Silva Pretto, José Luis; Scali, Maria Chiara; Gaibazzi, Nicola; Severino, Sergio; Djordjevic-Dikic, Ana; Kasprzak, Jaroslaw D; Zagatina, Angela; Varga, Albert; Lowenstein, Jorge; Merlo, Pablo Martin; Amor, Miguel; Celutkiene, Jelena; Perez, Julio E; Di Salvo, Giovanni; Galderisi, Maurizio; Mori, Fabio; Costantino, Marco Fabio; Massa, Laura; Dekleva, Milica; Chaves, Daniel Quesada; Trambaiolo, Paolo; Citro, Rodolfo; Colonna, Paolo; Rigo, Fausto; Torres, Marco A R; Monte, Ines; Stankovic, Ivan; Neskovic, Aleksander; Cortigiani, Lauro; Re, Federica; Dodi, Claudio; D'Andrea, Antonello; Villari, Bruno; Arystan, Ayana; De Nes, Michele; Carpeggiani, Clara

2017-12-15

The trial "Stress Echo (SE) 2020" evaluates novel applications of SE beyond coronary artery disease. The aim of the study was control quality and harmonize reading criteria. One reader from 78 centers of the SE 2020 network asked for credentials to read a set of 20 SE video-clips selected by the core lab. All aspiring centers met the pre-requisite of high-volume and the years of experience in SE ranged from 5 to 31years (mean value 18years). The diagnostic gold standard was a reading by the core lab. The a priori determined pass threshold was 18/20 (≥90%). Of the initial 78 who started, 57 completed the first attempt: individual readers' score on first attempt ranged from 07/20 to 20/20 (accuracy from 35% to 100%, mean 78.7±13%) and 44 readers passed it. There was a very poor correlation between years of experience and the reader's score on first attempt (r=-0.161, p=0.231). Of the 13 readers who failed the first attempt, 12 took it again after the web-based session and their accuracy improved (74% vs. 96%, p<0.001). The kappa inter-observer agreement before and after web-based training was 0.59 on first attempt and rose to 0.91 on the last attempt. In SE reading, the volume of activity or years of experience is not synonymous with diagnostic quality. Qualitative analysis and operator-dependence can become a limiting weakness in clinical practice, in the absence of strict pathways of learning, credentialing and audit. Copyright © 2017 Elsevier B.V. All rights reserved.
Doors Open

ERIC Educational Resources Information Center

Melia, Ed

2008-01-01

Not all of crime writer Ian Rankin's inspiration comes from Edinburgh's mean streets. When it came to writing a Quick Read--one of the short, fast-paced books for reluctant, returning or emergent readers--the Beach Boys provided the unlikely germ for an idea. Despite his success and obvious delight and energy for writing, Rankin admits to being a…
Gang Activity on Campus: A Crisis Response Case Study

ERIC Educational Resources Information Center

Shaw, Mahauganee; Meaney, Sarah

2015-01-01

This case study challenges readers to consider a contemporary issue for campus threat assessment and emergency preparedness: gang presence on college campuses. A body of research examining the presence of gangs and gang activity on college campuses has developed, revealing that gangs pose a viable threat for institutions of higher education. The…
Understanding Motherhood as Maturation: Maternity Scripts in Lois Lowry's "Son"

ERIC Educational Resources Information Center

Deszcz-Tryhubczak, Justyna; Marecki, Mateusz

2015-01-01

When put together with the other parts of The Giver Quartet, "Son" (2012), Lowry's recently published concluding book, emerges as an odd exception to the focus on young adult protagonists since it foregrounds the mother's perspective and addresses the issue of motherhood. It presents the reader with at least three conceptual models of…
Teaching Emergent Readers: Collaborative Library Lesson Plans

ERIC Educational Resources Information Center

Sauerteig, Judy

2005-01-01

The purpose of this book is to give media specialists, teachers and/or teacher helpers and parents a guide to using beginning chapter books to encourage first and second graders to read independently. The book contains in-depth lesson plans for 35 early chapter books. Each lesson contains bibliographic information plus setting, characters, plot,…
A Critical Reflection of the Self: An Autoethnography of a Mexican American Educational Leader

ERIC Educational Resources Information Center

Flores-Villarreal, Adriana

2017-01-01

This autoethnographic study seeks to explain how my "lived experiences" both personal and academic have had a profound effect on the course of my life. Autoethnography has allowed me to utilize "reflexivity, multiple voices, and introspection" to "invoke" readers to enter into my "emergent experience" of…
Technology, Consciousness, and the Transitional Symbolic Self: Implications for Social Work Education

ERIC Educational Resources Information Center

Liechty, Daniel

2012-01-01

A growing body of literature is focused on hypertechnology in curriculum and culture. This article contributes to that literature. Taking the perspective of social work education that human reality emerges from the interaction of biological, psychological, and socio-cultural forces, the reader is invited to consider the possibility that in this…
Building Blocks: Enmeshing Technology and Creativity with Artistic Pedagogical Technologies

ERIC Educational Resources Information Center

Janzen, Katherine J.; Perry, Beth; Edwards, Margaret

2017-01-01

Using the analogy of children's building blocks, the reader is guided through the results of a research study that explored the use of three Artistic Pedagogical Technologies (APTs). "Building blocks" was the major theme that emerged from the data. Sub-themes included developing community, enhancing creativity, and risk taking. The…

Educational Entrepreneurship: Realities, Challenges, Possibilities

ERIC Educational Resources Information Center

Hess, Frederick M., Ed.

2006-01-01

This lively and provocative book introduces this burgeoning field for readers concerned with K-12 education in the United States--and with efforts to reform and improve it. Entrepreneurship has emerged in recent years as an unprecedented and influential force in U.S. K-12 education. Yet the topic has received surprisingly little serious or…
Teaching the Literature of Today's Middle East

ERIC Educational Resources Information Center

Webb, Allen

2011-01-01

Providing a gateway into the real literature emerging from the Middle East, this book shows teachers how to make the topic authentic, powerful, and relevant. "Teaching the Literature of Today's Middle East": (1) Introduces teachers to this literature and how to teach it; (2) Brings to the reader a tremendous diversity of teachable texts…
First aid provision in nightclubs and other entertainment venues.

PubMed

Dean, R; Mulligan, J

This article discusses the role and responsibilities of the registered nurse in providing first aid in challenging environments, such as crowded nightclubs. Basic assistance for common emergencies, including substance misuse, wounds, choking and anaphylaxis, are discussed. This article emphasises the importance of risk assessment and reminds readers of the need to maintain personal safety.
Positing Living to Remember God: An Autoethnography

ERIC Educational Resources Information Center

Badger, Mariza A.

2015-01-01

This dissertation is a qualitative study in which I, the researcher and public school teacher, seek through writing the self in a narrative and evocative autoethnography to explore three emergent themes: My family's six year and six month circumnavigation, spirituality, and important literature that I have shared with other readers that direct our…
Toward a New Model of Usability: Guidelines for Selecting Reading Fluency Apps Suitable for Instruction of Struggling Readers

ERIC Educational Resources Information Center

Rinehart, Steven D.; Ahern, Terence C.

2016-01-01

Computer applications related to reading instruction have become commonplace in schools and link with established components of the reading process, emergent skills, decoding, comprehension, vocabulary, and fluency. This article focuses on computer technology in conjunction with durable methods for building oral reading fluency when readers…
Early Orthographic Influences on Phonemic Awareness Tasks: Evidence from a Preschool Training Study

ERIC Educational Resources Information Center

Castles, Anne; Wilson, Katherine; Coltheart, Max

2011-01-01

Experienced readers show influences of orthographic knowledge on tasks ostensibly tapping phonemic awareness. Here we draw on data from an experimental training study to demonstrate that even preschoolers show influences of their emerging orthographic abilities in such tasks. A total of 40 children were taught some letter-sound correspondences but…
HIGHLIGHTS, INSIGHTS, AND PERSPECTIVES ON INFECTIOUS DISEASE AGENTS IN SEWAGE SLUDGE AND ANIMAL MANURE IN THE U.S.

EPA Science Inventory

The purpose of this chapter is: 1) Highlight the core principles and findings from the Workshop on Emerging Infectious Disease Agents and Issues Associated With Sewage Sludge, Animal Manures and Other Organic By-Products held June 4-6, 2001, Cincinnati, Ohio, so that all readers,...
Teaching Literature in Virtual Worlds: Immersive Learning in English Studies

ERIC Educational Resources Information Center

Webb, Allen, Ed.

2011-01-01

What are the realities and possibilities of utilizing on-line virtual worlds as teaching tools for specific literary works? Through engaging and surprising stories from classrooms where virtual worlds are in use, this book invites readers to understand and participate in this emerging and valuable pedagogy. It examines the experience of high…
Investigating Reading Metacognitive Strategy Awareness of Elementary Children: A Developmental Continuum Emerges

ERIC Educational Resources Information Center

Cobb, Jeanne B.

2017-01-01

This article describes a descriptive study utilizing a picture protocol technique that integrated the use of photographs of good readers and children's representational drawings with informal conversations about their habits and behaviors before, during, and after reading. The research participants included 228 children in kindergarten through 5th…
Professional Amnesia: A Suitable Case for Treatment

ERIC Educational Resources Information Center

Drummond, Mary Jane

2005-01-01

Early Years educators have always had a particularly secure feel for what lies at the heart of vibrant education, for "a principled understanding of learning." Here Mary Jane Drummond reminds the reader, not only that professional knowledge exists outside ring binders, but that, prior to their emergence, we did know some very important things we…
Print-specific multimodal brain activation in kindergarten improves prediction of reading skills in second grade.

PubMed

Bach, Silvia; Richardson, Ulla; Brandeis, Daniel; Martin, Ernst; Brem, Silvia

2013-11-15

Children who are poor readers usually experience troublesome school careers and consequently often suffer from secondary emotional and behavioural problems. Early identification and prediction of later reading problems thus are critical in order to start targeted interventions for those children with an elevated risk for emerging reading problems. In this study, behavioural precursors of reading were assessed in nineteen (aged 6.4 ± 0.3 years) non-reading kindergarteners before training letter-speech sound associations with a computerized game (Graphogame) for eight weeks. The training aimed to introduce the basic principles of letter-speech sound correspondences and to initialize the sensitization of specific brain areas to print. Event-related potentials (ERP) and functional magnetic resonance imaging (fMRI) data were recorded during an explicit word/symbol processing task after the training. Reading skills were assessed two years later in second grade. The focus of this study was on clarifying whether electrophysiological and fMRI data of kindergarten children significantly improve prediction of future reading skills in 2nd grade over behavioural data alone. Based on evidence from previous studies demonstrating the importance of initial print sensitivity in the left occipito-temporal visual word form system (VWFS) for learning to read, the first pronounced difference in processing words compared to symbols in the ERP, an occipito-temporal negativity (N1: 188-281 ms) along with the corresponding functional activation in the left occipito-temporal VWFS were defined as potential predictors. ERP and fMRI data in kindergarteners significantly improved the prediction of reading skills in 2nd grade over behavioural data alone. Together with the behavioural measures they explained up to 88% of the variance. An additional discriminant analysis revealed a remarkably high accuracy in classifying normal (n=11) and poor readers (n=6). Due to the key limitation of the study, i.e. the small group sizes, the results of our prediction analyses should be interpreted with caution and regarded as preliminary despite cross-validation. Nevertheless our results indicate the potential of combining neuroimaging and behavioural measures to improve prediction at an early stage, when literacy skills are acquired and interventions are most beneficial. Copyright © 2013 Elsevier Inc. All rights reserved.
LATE EVALUATION OF PATIENTS UNDERGOING MANIPULATION OF THE KNEE AFTER TOTAL ARTHROPLASTY.

PubMed

DE Sousa, Pedro Guilme Teixeira; Chisté, Yuri Lubiana; Albuquerque, Rodrigo Sattamini Pires E; Cobra, Hugo Alexandre DE Araújo Barros; Barretto, João Maurício; Cavanellas, Naasson Trindade

2017-01-01

We compared gains in range of motion in patients who underwent manipulation within 12 weeks of total knee arthroplasty (TKA) and after this period. We also evaluated maintenance of the arc obtained from knee manipulation in late follow-up, along with factors associated with poorer outcomes. The study was divided into two groups according to the time after TKA; the surgeries took place between January 2008 and December 2014. When comparing the range of motion between early and late manipulations, the group that underwent manipulation within 12 weeks of the TKA exhibited better outcomes, but these were not statistically significant. We observed that 14.3% of cases retained the same range attained at the time of manipulation. In late evaluation after manipulation, 47.7% of the sample had a range of less than 90 degrees. The significant risk factors for recurrence of knee stiffness in the long term are poor range of motion before TKA and before manipulation, female sex, and secondary arthritis. Women previously diagnosed with secondary osteoarthritis and poor range of motion before TKA or manipulation are at higher risk for late stiffness. Level of Evidence III, Retrospective Comparative Study.
Survey shows continued strong interest in UNIX applications for healthcare.

PubMed

Dunbar, C

1993-03-01

As part of the general computer industry movement toward open systems, many are predicting UNIX will become the dominant host operating system of the late 1990s. To better understand this prediction within the healthcare setting, Computers in Healthcare surveyed our readership about their opinions of UNIX, its current use and its relative importance as an information services strategy. The upshot? CIH readers definitely want more systems on UNIX, more healthcare applications written for UNIX and more trained resource people to help them with faster installation and more useful applications.
Efficacy of identifying stocked crappies in a Tennessee reservoir through oxytetracycline marking

USGS Publications Warehouse

Isermann, D.A.; Bettoli, P.W.; Sammons, S.M.

1999-01-01

Oxytetracycline (OTC) immersion was used to identify black-nosed crappies, a morphological variation of black crappie Pomoxis nigromaculatus, stocked into Normandy Reservoir, Tennessee, during fall 1997. The technique effectively marked 97% of the treated fish. Analysis of one otolith per fish by one reader successfully identified 98% of marked and unmarked fish in a blind test. Marks were formed before annulus formation and were not obscured by annulus-related autofluorescence, suggesting that OTC can be effectively used late in the year (October and November) in Tennessee.
Late Registration: May It Rest in Peace

ERIC Educational Resources Information Center

O'Banion, Terry

2012-01-01

Almost every institution of higher education engages in late registration. But evidence is mounting that the practice, originally intended to keep the doors of opportunity open for students as long as possible, wreaks havoc on the ability of colleges to achieve the goals of the emerging completion agenda. Despite best intentions, late registration…
Effects of MON810 Bt field corn on adult emergence of Helicoverpa zea (Lepidoptera: Noctuidae).

PubMed

Horner, T A; Dively, G P; Herbert, D A

2003-06-01

A 3-yr study (1996-1998) was conducted to evaluate the effects of MON810 Bt corn on Helicoverpa zea (Boddie) emergence and to determine whether delayed larval development as a result of Bt intoxication results in higher levels of diapause induction and pupal mortality. In the 1997 study, there was no difference in prepupal mortality between corn types, although significantly more prepupae from Bt plots than from non-Bt plots died in emergence buckets before constructing pupal chambers in 1998. In all years, significantly fewer moths emerged from prepupae collected from Bt plots, suggesting that effects of the expressed Cry1Ab extended to the prepupal and pupal stages. Late plantings of corn showed the greatest reductions in moth emergence from Bt corn because environmental conditions were more conducive to trigger diapause at the time H. zea was developing in these plantings. This was supported by a significantly greater proportion of diapausing pupae remaining in the ground in the late plantings of both Bt and non-Bt corn. For April and early May plantings, larval feeding on Bt corn delayed the time to pupation, although there was no significant difference in moth emergence between corn types for those larvae that successfully pupated. Although Bt expression had less impact on the proportion of moths emerging, the actual number of moths emerging from Bt corn was significantly reduced because fewer larvae reached pupation. Delays in adult emergence, along with significant reductions in adult emergence from MON810 Bt corn, should reduce the rates of colonization in soybean and other late host crops but may also result in asynchrony of mating between individuals emerging from Bt and non-Bt corn. This, in turn, may contribute to the evolution of resistance to Bt corn.
Reading Disorders: Pro-Eating Disorder Rhetoric and Anorexia Life-Writing.

PubMed

Seaber, Emma

This article explores the relationship between eating disorders and reading behaviors, arguing that there is a meaningful difference in a minority of readers' approach to and understanding of anorexia life-writing, and of literary texts more broadly. To illuminate this distinction, this article begins by considering the reported deleterious influence of Marya Hornbacher's anorexia memoir, Wasted, elaborating the ways Hornbacher offers a positive presentation of anorexia nervosa that may, intentionally or not, induce certain readers to "try it" themselves. This is followed by an exploration of how Hornbacher's own reading praxis is implicated in a discursive feedback loop around anorexia narratives. It concludes with a discussion of disordered reading attitudes in relation to the emergence of the "pro-anorexia" phenomenon.
Reading Disorders:

PubMed Central

Seaber, Emma

2016-01-01

This article explores the relationship between eating disorders and reading behaviors, arguing that there is a meaningful difference in a minority of readers' approach to and understanding of anorexia life-writing, and of literary texts more broadly. To illuminate this distinction, this article begins by considering the reported deleterious influence of Marya Hornbacher’s anorexia memoir, Wasted, elaborating the ways Hornbacher offers a positive presentation of anorexia nervosa that may, intentionally or not, induce certain readers to “try it” themselves. This is followed by an exploration of how Hornbacher’s own reading praxis is implicated in a discursive feedback loop around anorexia narratives. It concludes with a discussion of disordered reading attitudes in relation to the emergence of the “pro-anorexia” phenomenon. PMID:28569728
Exploration of a novel object in late adolescence predicts novelty-seeking behavior in adulthood: Associations among behavioral responses in four novelty-seeking tests.

PubMed

Cuenya, Lucas; Sabariego, Marta; Donaire, Rocío; Callejas-Aguilera, José Enrique; Torres, Carmen; Fernández-Teruel, Alberto

2016-04-01

The sensation/novelty seeking behavioral trait refers to the exploration/preference for a novel environment. Novelty seeking increases during late adolescence and it has been associated with several neurobehavioral disorders. In this experiment, we asked whether inbred Roman high- and low-avoidance (RHA-I, RLA-I) rats (1) differ in novelty seeking in late adolescence and (2) whether late adolescent novelty seeking predicts this trait in adulthood. Thirty six male RHA-I and 36 RLA-I rats were exposed to a novel object exploration (NOE) test during late adolescence (pnd: 52-59; contact latency, contact time, contact frequency). Head-dipping (hole-board, HB), time and visits to a novel-arm (Y-maze), and latency-in and emergence latency (emergence test) were registered in adulthood (pnd: 83-105). The results showed strain differences in all these tests (RHA-I>RLA-I). Factor analysis (RHA-I+RLA-I) revealed two clusters. The first one grouped HB and emergence test measures. The second one grouped NOE and Y-maze variables. Time exploring a novel object (NOE) was a significant predictor of novel arm time (RHA-I+RLA, RHA-I); contact latency was a significant predictor of novel arm frequency (RLA-I). Present results show consistent behavioral associations across four novelty-seeking tests and suggest that late adolescent novelty seeking predicts this genetically-influenced temperamental trait in adult Roman rats. Copyright © 2016 Elsevier B.V. All rights reserved.
Revisiting the concept of late catatonia.

PubMed

Kocha, Hiroki; Moriguchi, Sho; Mimura, Masaru

2014-10-01

The objective of this paper is to introduce the concept of late catatonia to foreign readers for the first time in English. The original study was conducted about 20 years ago. The subjects were 16 persons who first visited our institutions between 1990 and 1996. They fulfilled the following criteria: 1) late-onset psychosis, with the initial mental changes occurring after 40 years of age; 2) more than one catatonic symptom observed during the clinical course; 3) a total clinical course lasting more than 2 years; and 4) no evidence of apparent organic brain disease. The medical records of individual patients were retrospectively reviewed to summarize the clinical features of this diagnosis. The crucial feature was the evolution or longitudinal change in the clinical picture over time, with the clinical course being divided into five stages: stage I (prodromal depression), stage II (anxiety and agitation), stage III (hallucination and delusion), stage IV (catatonia syndrome), and residual state. As for treatment, the effect of psychotropic agents was very limited. The electroconvulsive treatment was the most effective treatment option. Apart from the current diagnostic dichotomy of schizophrenia and mood disorder, the concept of late catatonia is useful in clinical settings and may provide clinically important knowledge. Copyright © 2014 Elsevier Inc. All rights reserved.

The epigenetic basis of memory formation and storage.

PubMed

Jarome, Timothy J; Thomas, Jasmyne S; Lubin, Farah D

2014-01-01

The formation of long-term memory requires a series of cellular and molecular changes that involve transcriptional regulation of gene expression. While these changes in gene transcription were initially thought to be largely regulated by the activation of transcription factors by intracellular signaling molecules, epigenetic mechanisms have emerged as an important regulator of transcriptional processes across multiple brain regions to form a memory circuit for a learned event or experience. Due to their self-perpetuating nature and ability to bidirectionally control gene expression, these epigenetic mechanisms have the potential to not only regulate initial memory formation but also modify and update memory over time. This chapter focuses on the established, but poorly understood, role for epigenetic mechanisms such as posttranslational modifications of histone proteins and DNA methylation at the different stages of memory storage. Additionally, this chapter emphasizes how these mechanisms interact to control the ideal epigenetic environment for memory formation and modification in neurons. The reader will gain insights into the limitations in our current understanding of epigenetic regulation of memory storage, especially in terms of their cell-type specificity and the lack of understanding in the interactions of various epigenetic modifiers to one another to impact gene expression changes during memory formation.
Pericytes in kidney fibrosis.

PubMed

Ren, Shuyu; Duffield, Jeremy S

2013-07-01

Pericytes and perivascular fibroblasts have emerged as poorly appreciated yet extensive populations of mesenchymal cells in the kidney that play important roles in homeostasis and responses to injury. This review will update readers on the evolving understanding of the biology of these cells. Fate mapping has identified pericytes and perivascular fibroblasts as the major source of pathological fibrillar matrix-forming cells in interstitial kidney disease. In other organs similar cells have been described and independent fate mapping indicates that pericytes or perivascular cells are myofibroblast progenitors in multiple organs. Over the last year, new insights into the function of pericytes in kidney homeostasis has been uncovered and new molecular pathways that regulate detachment and their transdifferentiation into pathological myofibroblasts, including Wingless/Int, ephrin, transforming growth factor β, platelet derived growth factor, and Hedgehog signaling pathways, have been reported. In addition provocative studies indicate that microRNAs, which regulate posttranscriptional gene expression, may also play important roles in their transdifferentiation. Pericytes and perivascular fibroblasts are the major source of pathological collagen fiber-forming cells in interstitial kidney diseases. New avenues of research into their activation and differentiation has identified new drug candidates for the treatment of interstitial kidney disease.
Theory and practice in continuing medical education.

PubMed

Amin, Z

2000-07-01

Continuing medical education (CME) represents the final and often most poorly understood stage of physician education. The understanding of contemporary theories of physician education and characteristics of effective CME interventions will help CME providers and physician learners to plan productive CME activities and improve learning. This article aims to provide readers with emerging evidences on effective CME, particularly in relation to theories of physician learning and their implications for CME planning. The article also summarises attributes of effective CME interventions. The data and evidence were collected from contemporary medical education journals and published books on medical education. Two electronic databases, Medline and ERIC (Educational Research Information Clearinghouse) were searched for suitable articles. Physician learning is a distinct phenomenon with high inclination towards autonomy and self-directed learning. CME interventions are more likely to be fruitful if they are modelled with strong theoretical background, catered towards individual learning needs and preferences, and focused on the learning component of education. Many widely practised CME interventions fail to be effective as those are not based on the above principles. Evidence suggests that careful planning and evaluation of CME will improve the key measure of physician's performance and health care outcome.
Identifying Preschool Children At-Risk of Later Reading Difficulties: Evaluation of two Emergent Literacy Screening Tools

PubMed Central

Wilson, Shauna B.; Lonigan, Christopher J.

2012-01-01

Emergent literacy skills are predictive of children’s early reading success, and literacy achievement in early schooling declines more rapidly for children who are below-average readers. It is therefore important for teachers to identify accurately children at risk for later reading difficulty so children can be exposed to good emergent literacy interventions. In this study, 176 preschoolers were administered two screening tools, the Revised Get Ready to Read! (GRTR-R) and the Individual Growth and Development Indicators (IGDIs), and a diagnostic measure at two time points. Receiver operating characteristic curve analyses revealed that at optimal cut scores, GRTR-R provided more accurate classification of children’s overall emergent literacy skills than did IGDIs. However, neither measure was particularly good at classifying specific emergent literacy skills. PMID:19822699
Investigating speech perception in children with dyslexia: is there evidence of a consistent deficit in individuals?

PubMed Central

Messaoud-Galusi, Souhila; Hazan, Valerie; Rosen, Stuart

2012-01-01

Purpose The claim that speech perception abilities are impaired in dyslexia was investigated in a group of 62 dyslexic children and 51 average readers matched in age. Method To test whether there was robust evidence of speech perception deficits in children with dyslexia, speech perception in noise and quiet was measured using eight different tasks involving the identification and discrimination of a complex and highly natural synthetic ‘pea’-‘bee’ contrast (copy synthesised from natural models) and the perception of naturally-produced words. Results Children with dyslexia, on average, performed more poorly than average readers in the synthetic syllables identification task in quiet and in across-category discrimination (but not when tested using an adaptive procedure). They did not differ from average readers on two tasks of word recognition in noise or identification of synthetic syllables in noise. For all tasks, a majority of individual children with dyslexia performed within norms. Finally, speech perception generally did not correlate with pseudo-word reading or phonological processing, the core skills related to dyslexia. Conclusions On the tasks and speech stimuli we used, most children with dyslexia do not appear to show a consistent deficit in speech perception. PMID:21930615
Word skipping: effects of word length, predictability, spelling and reading skill.

PubMed

Slattery, Timothy J; Yates, Mark

2017-08-31

Readers eyes often skip over words as they read. Skipping rates are largely determined by word length; short words are skipped more than long words. However, the predictability of a word in context also impacts skipping rates. Rayner, Slattery, Drieghe and Liversedge (2011) reported an effect of predictability on word skipping for even long words (10-13 characters) that extend beyond the word identification span. Recent research suggests that better readers and spellers have an enhanced perceptual span (Veldre & Andrews, 2014). We explored whether reading and spelling skill interact with word length and predictability to impact word skipping rates in a large sample (N=92) of average and poor adult readers. Participants read the items from Rayner et al. (2011) while their eye movements were recorded. Spelling skill (zSpell) was assessed using the dictation and recognition tasks developed by Sally Andrews and colleagues. Reading skill (zRead) was assessed from reading speed (words per minute) and accuracy of three 120 word passages each with 10 comprehension questions. We fit linear mixed models to the target gaze duration data and generalized linear mixed models to the target word skipping data. Target word gaze durations were significantly predicted by zRead while, the skipping likelihoods were significantly predicted by zSpell. Additionally, for gaze durations, zRead significantly interacted with word predictability as better readers relied less on context to support word processing. These effects are discussed in relation to the lexical quality hypothesis and eye movement models of reading.
"Txtn Is Ez F U No H2 Rd": The Relation between Reading Ability and Text-Messaging Behaviour

ERIC Educational Resources Information Center

Coe, J. E. L.; Oakhill, J. V.

2011-01-01

A study was carried out to explore whether or not there is a relationship between children's reading ability and text-messaging behaviour. The aims of this study were to compare good and poor readers on their amount of usage of mobile phones, the frequency and type of text devices they used, and the speed at which they could read messages in…
Reading Comprehension: A Computerized Intervention with Primary-age Poor Readers.

PubMed

Horne, Joanna Kathryn

2017-05-01

The current study investigates the effectiveness of a computerized reading comprehension programme on the reading accuracy, reading comprehension and reading rate of primary-age poor readers. There is little published literature relating to computerized reading interventions in UK primary schools, and no previous studies have investigated the Comprehension Booster programme. Thirty-eight children (26 boys and 12 girls; aged 6:7 to 11:0) from two schools in East Yorkshire, UK, took part. Half of the participants (the intervention group) undertook the Comprehension Booster programme for a 6-week period, whilst the other half (the control group) continued with their usual teaching. Significant effects of the intervention were found, with increases in reading accuracy and reading comprehension for the intervention group. It is concluded that computerized reading programmes can be effective in improving reading skills, and these are particularly useful for pupils with reading difficulties in disadvantaged areas, where resources are limited and family support in reading is lower. However, such programmes are not a replacement for good teaching, and regular monitoring of children with reading difficulties is required. Further research is necessary to compare the programme used here to other conventional and computerized intervention programmes, using a larger sample. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.
Individual Differences in Adult Reading Are Associated with Left Temporo-parietal to Dorsal Striatal Functional Connectivity

PubMed Central

Achal, Sanjay; Hoeft, Fumiko; Bray, Signe

2016-01-01

Reading skills vary widely in both children and adults, with a number of factors contributing to this variability. The most prominent factor may be related to efficiency of storage, representation, or retrieval of speech sounds. This phonological hypothesis is supported by findings of reduced activation in poor readers in left hemisphere ventro-lateral prefrontal and temporo-parietal phonological processing regions. Less well explained by phonological theories are reported hyperactivation in prefrontal, striatal, and insular regions. This study investigated functional connectivity of a core phonological processing region, the temporo-parietal junction (TPJ), in relation to reading skill in an adult community sample. We hypothesized that connectivity between TPJ and regions implicated in meta-analyses of reading disorder would correlate with individual differences in reading. Forty-four adults aged 30–54, ranging in reading ability, underwent resting fMRI scans. Data-driven connectivity clustering was used to identify TPJ subregions for seed-based connectivity analyses. Correlations were assessed between TPJ connectivity and timed-pseudoword reading (decoding) ability. We found a significant correlation wherein greater left supramarginal gyrus to anterior caudate connectivity was associated with weaker decoding. This suggests that hyperactivation of the dorsal striatum, reported in poor readers during reading tasks, may reflect compensatory or inefficient overintegration into attention networks. PMID:26400921
Consistent boldness behaviour in early emerging fry of domesticated Atlantic salmon (Salmo salar): Decoupling of behavioural and physiological traits of the proactive stress coping style.

PubMed

Vaz-Serrano, J; Ruiz-Gomez, M L; Gjøen, H M; Skov, P V; Huntingford, F A; Overli, O; Höglund, E

2011-06-01

Individual variation in the way animals cope with stressors has been documented in a number of animal groups. In general, two distinct sets of behavioural and physiological responses to stress have been described: the proactive and the reactive coping styles. Some characteristics of stress coping style seem to be coupled to the time to emerge of fry from spawning redds in natural populations of salmonid fishes. In the present study, behavioural and physiological traits of stress coping styles were compared two and five months after emergence in farmed Atlantic salmon (Salmo salar), using individuals with an early or late time to emerge. Initially, compared to late emerging individuals, early emerging individuals showed a shorter time to resume feeding after transfer to rearing in isolation. Resumption of feeding after isolation was suggested to be related to boldness behaviour, rather than hunger, in the present study. This observation was repeated five months after emergence, demonstrating behavioural consistency over time in this trait. However, in other traits of proactive and reactive stress coping styles, such as social status, resting metabolism or post stress cortisol concentrations, early and late emerging individuals did not differ. Therefore, this study demonstrates that boldness in a novel environment is uncoupled from other traits of the proactive and reactive stress coping styles in farmed salmonids. It is possible that this decoupling is caused by the low competitive environment in which fish were reared. In natural populations of salmonids, however, the higher selection pressure at emergence could select for early emerging individuals with a proactive coping style. Copyright © 2011. Published by Elsevier Inc.
Proton Radiotherapy for Solid Tumors of Childhood

PubMed Central

Cotter, Shane E.; McBride, Sean M.; Yock, Torunn I.

2012-01-01

The increasing efficacy of pediatric cancer therapy over the past four decades has produced many long-term survivors that now struggle with serious treatment related morbidities affecting their quality of life. Radiation therapy is responsible for a significant proportion of these late effects, but a relatively new and emerging modality, proton radiotherapy hold great promise to drastically reduce these treatment related late effects in long term survivors by sparing dose to normal tissues. Dosimetric studies of proton radiotherapy compared with best available photon based treatment show significant dose sparing to developing normal tissues. Furthermore, clinical data are now emerging that begin to quantify the benefit in decreased late treatment effects while maintaining excellent cancer control rates. PMID:22417062
Anaesthetic management of severe hypertrophic obstructive cardiomyopathy with bronchial asthma for emergency caesarean section.

PubMed

Rajesh, M C; Varma, Ravi; Lima, P; Ramdas, E K

2012-10-01

A 39-year-old primi and a known case of hypertrophic obstructive cardiomyopathy presented for emergency lower segment caesarean section. She was also an asthmatic with a recent exacerbation. She underwent uneventful lower segment caesarean section under general anaesthesia with lumbar epidural analgesia for postoperative pain relief. Anaesthetic agents and techniques were selected to suit the haemodynamic profile of severe hypertrophic obstructive cardiomyopathy in pregnancy. The case has been reported because of successful outcome in an emergency scenario with such high intraventricular gradients and omissions in the case so that it will be of benefit to readers who may happen to land up in similar situations.
Delay and Probability Discounting in Humans: An Overview

ERIC Educational Resources Information Center

McKerchar, Todd L.; Renda, C. Renee

2012-01-01

The purpose of this review is to introduce the reader to the concepts of delay and probability discounting as well as the major empirical findings to emerge from research with humans on these concepts. First, we review a seminal discounting study by Rachlin, Raineri, and Cross (1991) as well as an influential extension of this study by Madden,…
The "Document-Based Lesson": Bringing Disciplinary Inquiry into High School History Classrooms with Adolescent Struggling Readers

ERIC Educational Resources Information Center

Reisman, Avishag

2012-01-01

This article describes an attempt to bring disciplinary historical inquiry into the social studies classroom. This work emerges from a five-school 6-month intervention in San Francisco, "Reading like a Historian", which found main effects for student learning across four quantitative measures: historical thinking, factual knowledge,…
Reinventing the Book Club: Graphic Novels as Educational Heavyweights

ERIC Educational Resources Information Center

Seyfried, Jonathan

2008-01-01

Teachers often find themselves lamenting the loss of emergent readers to video games, television, and, most recently, the TTYL (talk/type to you later) culture of text messaging and Internet social networking. Trying to impart the joy of a good read to middle school students feels like pushing religion onto the perfectly content worshipers of…
Wikis and Academic Writing: Changing the Writer-Reader Relationship

ERIC Educational Resources Information Center

Kuteeva, Maria

2011-01-01

The development of information and communication technologies has resulted in the emergence of new kinds of academic genres and literacies. The more recent social web applications empower learners to create online content in a collaborative way. This paper focuses on the use of wikis in the course of Effective Communication in English. It aims to…
Flexible Learning in a Digital World: Experiences and Expectations. Open & Distance Learning Series.

ERIC Educational Resources Information Center

Collis, Betty; Moonen, Jef

This book provides a series of proven, practical guidelines for using technology in education, giving the reader an overview of how technological applications in education can be harnessed and developed. The book presents an integrated vision of how technology is related to learning-related change, and how current and emerging experiences can…
I "See" What You Are Saying: The Analytical Work of Diagrams in Online Discussions

ERIC Educational Resources Information Center

Stevens, Tony Loring

2016-01-01

Diagrams illustrating research on discussion forum content in online education practices can assist to clarify an author's thoughts and assist with the reader's comprehension. A review of past practices in the use of diagrams to explain, demonstrate or propose research findings shows a diversity of practices emerging from naturalistic settings.…
Modeling Students' Response to Intervention Using an Individualized Piecewise Growth Model

ERIC Educational Resources Information Center

Zvoch, Keith; Stevens, Joseph

2011-01-01

The early identification of students at-risk for future reading difficulty has become a focal point for K-12 stakeholders seeking to actively prevent the emergence of student reading deficits. Early and active intervention efforts for struggling readers have taken on greater urgency given the accountability pressures that stem from the No Child…
Helping Children Develop Skills in Phonic Analysis, Sight Vocabulary and Handwriting.

ERIC Educational Resources Information Center

Rinder, Susan

A study tested the effectiveness of precision teaching through a summer pilot project involving four male students between the ages of 6 and 7, all of whom had demonstrated some difficulty with basic reading skills. The 6-week program concentrated on those skills most important to emergent readers, namely, phonic analysis, sight vocabulary and…

The Way of the S/Word: Storytelling as Emerging Liminal

ERIC Educational Resources Information Center

Josephs, Caroline

2008-01-01

The paper focuses on oral storytelling and transformation through the significance of the liminal zone as thresholding. Involving the reader-listener in an experiential and performative approach, the article draws on all of the senses, using a wide range of data such as dreams, drawing, writing, as well as the act of (sacred) oral storytelling and…
Educating Emergent Bilinguals: Policies, Programs, and Practices for English Learners. Second Edition. Language and Literacy Series

ERIC Educational Resources Information Center

Garcia, Ofelia; Kleifgen, Jo Anne

2018-01-01

Now available in a revised and expanded edition, this accessible guide introduces readers to the issues and controversies surrounding the education of language minority students in the United States. What makes this book a perennial favorite are the succinct descriptions of alternative practices for transforming our schools and students' futures,…
Favorites, Friendships, Food, and Fantasy: Literature-Based Thematic Units for Early Primary. Volume One [and] Volume Two.

ERIC Educational Resources Information Center

Lukasevich, Ann; Pieronek, Florence

Written for teachers who are interested in learning how to use literature to enhance emergent literacy growth, this handbook, in two volumes, focuses on how to implement integrated, literature-based, thematic units that stress the development of effective strategies required of independent, self-directed competent readers and writers. The first…
Sweating the Small Stuff: Inner-City Schools and the New Paternalism

ERIC Educational Resources Information Center

Whitman, David

2008-01-01

The most exciting innovation in education policy in the last decade is the emergence of highly effective schools in our nation's inner cities, schools where disadvantaged teens make enormous gains in academic achievement. In this book, the author takes readers inside six of these secondary schools and reveals the secret to their success: they are…
Learning to Read in English and French: Emergent Readers in French Immersion

ERIC Educational Resources Information Center

Chung, Sheila Cira; Koh, Poh Wee; Deacon, S. Hélène; Chen, Xi

2017-01-01

This longitudinal study investigated the predictors of word reading in English and French for 69 children in early total French immersion from first through third grade. The influence of phonological awareness, orthographic processing, and vocabulary in English and French on the achievement and growth of word reading in the 2 languages were…
Teaching and Learning Critical Reading with Transnational Texts at a Mexican University: An Emergentist Case Study

ERIC Educational Resources Information Center

Perales Escudero, Moises Damian

2011-01-01

This dissertation project examines the implementation of a critical reading intervention in a Mexican university, and the emergence of target critical reading processes in Mexican college-level EFL readers. It uses a Complexity Theory-inspired, qualitative methodology. Orienting the selection and design of materials is a deep view of culture that…
Minding the Gaps: Literacy Enhances Lexical Segmentation in Children Learning to Read

ERIC Educational Resources Information Center

Havron, Naomi; Arnon, Inbal

2017-01-01

Can emergent literacy impact the size of the linguistic units children attend to? We examined children's ability to segment multiword sequences before and after they learned to read, in order to disentangle the effect of literacy and age on segmentation. We found that early readers were better at segmenting multiword units (after controlling for…
In Touch with Kids: A Conversation with Jean Marzollo.

ERIC Educational Resources Information Center

Spodek, Bernard; Barrera, Rosalinda B.; Harris, Violet J.

2002-01-01

Interviews Jean Marzollo about her past, present, and future work in children's literature. Notes that her body of writing (more than 100 books of prose and poetry for young readers) transcends the boundaries of genre and disciplines, and is infused with a strong emphasis on rhyme and rhythm intended to capture the ears and minds of emergent and…
Finding myself: a theory on the maturation of spirituality and its influence on behavior during late adolescence.

PubMed

Mason, Deanna M

2014-01-01

This study employed a grounded theory research design to develop a theoretical model focused on the maturation of spirituality and its influence on behavior during late adolescence. Quantitative research studies have linked spirituality with decreased health-risk behaviors and increased health-promotion behaviors during late adolescence. Qualitative, theoretical data is proposed to discover the underlying reasons this relationship exists and increase the ability to apply this knowledge to practice. Twenty-one adolescents, age 16-21 years, were e-mail interviewed and transcripts analyzed using a conceptual lens of Blumer's symbolic interactionism. From this analysis, a theoretical model emerged with the core concept, finding myself that represents 5 core process concepts. Implications of this study illustrate that late adolescents are aware of their personal spiritual maturation as well as its influence on behavior. In addition, a distinction between the generic concept of spirituality, personal spirituality, and religion emerged.
Low castes have poor access to visceral leishmaniasis treatment in Bihar, India.

PubMed

Pascual Martínez, F; Picado, A; Roddy, P; Palma, P

2012-05-01

Bihar, the poorest state in India, concentrates most of the visceral leishmaniasis (VL) cases in the country. A large proportion of the poor rural communities where VL is endemic are marginalized by their socio-economic status, intrinsically related to the caste system. In this study, we evaluated whether people from low socio-economic strata had difficulties accessing VL treatment in Bihar. As a secondary outcome, we evaluated whether people delaying their VL treatment had poorer clinical indicators at admission. Data on 2187 patients with VL treated by Médecins Sans Frontières (MSF) in Vaishali district from July 2007 to December 2008 were analysed. Patients who reported having onset of symptoms ≥8 weeks before admission were defined as 'late presenters'. Logistic regression models were used to evaluate whether low castes had higher risk to be 'late presenters' compared to the rest of castes and whether 'late presenters' had poorer indicators at admission (i.e. haemoglobin level, spleen size). After adjusting for age, gender and distance to VL treatment facility, Mushars (the lowest caste in Bihar) had twice the odds to be 'late presenters' compared to the rest of castes (OR 2.05, 95% CI: 1.24-2.38). Subjects that had VL symptoms for ≥8 weeks had a larger spleen and lower haemoglobin level than those that were treated earlier. Low castes have poor access to VL treatment in Bihar, and late presenters have poorer clinical indicators at admission. These findings have implications at individual and community levels and should stimulate targeted VL control programmes to ensure that marginalized communities in Bihar are properly treated. © 2012 Blackwell Publishing Ltd.
Good phonetic errors in poor spellers are associated with right-handedness and possible weak utilisation of visuospatial abilities.

PubMed

Eglinton, Elizabeth; Annett, Marian

2008-06-01

Poor spellers in normal schools, who were not poor readers, were studied for handedness, visuospatial and other cognitive abilities in order to explore contrasts between poor spellers with and without good phonology. It was predicted by the right shift (RS) theory of handedness and cerebral dominance that those with good phonology would have strong bias to dextrality and relative weakness of the right hemisphere, while those without good phonology would have reduced bias to dextrality and relative weakness of the left hemisphere. Poor spellers with good phonetic equivalent spelling errors (GFEs) included fewer left-handers (2.4%) than poor spellers without GFEs (24.4%). Differences for hand skill were as predicted. Tests of visuospatial processing found no differences between the groups in levels of ability, but there was a marked difference in pattern of correlations between visuospatial test scores and homophonic word discrimination. Whereas good spellers (GS) and poor spellers without GFEs showed positive correlations between word discrimination and visuospatial ability, there were no significant correlations for poor spellers with GFEs. The differences for handedness and possibly for the utilisation of visuospatial skills suggest that surface dyslexics differ from phonological dyslexics in cerebral specialisation and perhaps in the quality of inter-hemispheric relations.
The Role of Evolutionary Intermediates in the Host Adaptation of Canine Parvovirus

PubMed Central

Stucker, Karla M.; Pagan, Israel; Cifuente, Javier O.; Kaelber, Jason T.; Lillie, Tyler D.; Hafenstein, Susan; Holmes, Edward C.

2012-01-01

The adaptation of viruses to new hosts is a poorly understood process likely involving a variety of viral structures and functions that allow efficient replication and spread. Canine parvovirus (CPV) emerged in the late 1970s as a host-range variant of a virus related to feline panleukopenia virus (FPV). Within a few years of its emergence in dogs, there was a worldwide replacement of the initial virus strain (CPV type 2) by a variant (CPV type 2a) characterized by four amino acid differences in the capsid protein. However, the evolutionary processes that underlie the acquisition of these four mutations, as well as their effects on viral fitness, both singly and in combination, are still uncertain. Using a comprehensive experimental analysis of multiple intermediate mutational combinations, we show that these four capsid mutations act in concert to alter antigenicity, cell receptor binding, and relative in vitro growth in feline cells. Hence, host adaptation involved complex interactions among both surface-exposed and buried capsid mutations that together altered cell infection and immune escape properties of the viruses. Notably, most intermediate viral genotypes containing different combinations of the four key amino acids possessed markedly lower fitness than the wild-type viruses. PMID:22114336
Application of cytology and molecular biology in diagnosing premalignant or malignant oral lesions

PubMed Central

Mehrotra, Ravi; Gupta, Anurag; Singh, Mamta; Ibrahim, Rahela

2006-01-01

Early detection of a premalignant or cancerous oral lesion promises to improve the survival and the morbidity of patients suffering from these conditions. Cytological study of oral cells is a non-aggressive technique that is well accepted by the patient, and is therefore an attractive option for the early diagnosis of oral cancer, including epithelial atypia and squamous cell carcinoma. However its usage has been limited so far due to poor sensitivity and specificity in diagnosing oral malignancies. Lately it has re-emerged due to improved methods and it's application in oral precancer and cancer as a diagnostic and predictive method as well as for monitoring patients. Newer diagnostic techniques such as "brush biopsy" and molecular studies have been developed. Recent advances in cytological techniques and novel aspects of applications of scraped or exfoliative cytology for detecting these lesions and predicting their progression or recurrence are reviewed here. PMID:16556320
Late response to patient-reported outcome questionnaires after surgery was associated with worse outcome.

PubMed

Hutchings, Andrew; Grosse Frie, Kirstin; Neuburger, Jenny; van der Meulen, Jan; Black, Nick

2013-02-01

Nonresponse to patient-reported outcome (PRO) questionnaires after surgery might bias the results. Our aim was to gauge the potential impact of nonresponse bias by comparing the outcomes of early and late responders. This study compares 59,565 early and 20,735 late responders who underwent a hip or knee replacement, hernia repair, or varicose vein (VV) surgery. The association between timeliness of response and three outcomes (the mean postoperative disease-specific PRO and generic PRO scores and the proportion reporting a fair or poor result) was examined by regression analysis. Late responders were slightly more likely to be young, nonwhite, deprived, and have a more severe preoperative condition with poorer quality of life. Late response was associated with a slightly poorer outcome in all four procedures although not statistically significant (P < 0.05) for VV surgery. Adjusting for preoperative characteristics reduced the strength of the associations, but they remained statistically significant. As nonresponse to PRO questionnaires introduces slight bias, differences in response rates between hospitals should be taken into account when making comparisons so as to avoid overestimating the performance of those with lower response rates and failing to detect poor performing hospitals. Copyright © 2013 Elsevier Inc. All rights reserved.
Response to intervention: are the Emperor's clothes really new?

PubMed

Carreker, Suzanne; Malatesha Joshi, R

2010-11-01

With the reauthorization of the Individuals with Disabilities Education Act in 2004, Response to Intervention (RTI) was officially introduced. Unlike the discrepancy model, which determines eligibility in special education with a discrepancy between achievement and ability, RTI was designed to provide intensive instruction to students in the general classroom as soon as difficulties in acquiring requisite reading skills are detected. The proposed goals of RTI include the improvement of reading achievement and the identification of students with learning disabilities (LD). Although RTI holds promise for the former goal when certain conditions are met, the latter goal is more elusive. The Component Model of Reading (CMR) is described in the current paper as an alternative to the discrepancy model and RTI. CMR, which consists of three domains, evaluates a poor reader's performance multidimensionally, so the most appropriate instruction for the reader can be designed to ensure reading success. Empirical evidence of CMR is presented.
Lexical quality and eye movements: individual differences in the perceptual span of skilled adult readers.

PubMed

Veldre, Aaron; Andrews, Sally

2014-01-01

Two experiments used the gaze-contingent moving-window paradigm to investigate whether reading comprehension and spelling ability modulate the perceptual span of skilled adult readers during sentence reading. Highly proficient reading and spelling were both associated with increased use information to the right of fixation, but did not systematically modulate the extraction of information to the left of fixation. Individuals who were high in both reading and spelling ability showed the greatest benefit from window sizes larger than 11 characters, primarily because of increases in forward saccade length. They were also significantly more disrupted by being denied close parafoveal information than those poor in reading and/or spelling. These results suggest that, in addition to supporting rapid lexical retrieval of fixated words, the high quality lexical representations indexed by the combination of high reading and spelling ability support efficient processing of parafoveal information and effective saccadic targeting.
Emergence of Sex Differences in Insomnia Symptoms in Adolescents: A Large-Scale School-Based Study

PubMed Central

Zhang, Jihui; Chan, Ngan Yin; Lam, Siu Ping; Li, Shirley Xin; Liu, Yaping; Chan, Joey W.Y.; Kong, Alice Pik Shan; Ma, Ronald C.W.; Chan, Kate C.C.; Li, Albert Martin; Wing, Yun-Kwok

2016-01-01

Study Objectives: This study aimed to explore the moderation of pubertal status on the onset of sex differences in the prevalence of insomnia symptoms and their health correlates. Methods: A total of 7,507 children and adolescents (weighted percentage of female: 48.5%) aged between 6–17 y were recruited from thirty-one primary and secondary schools. Participants with difficulty initiating sleep (DIS), difficulty maintaining sleep (DMS), and/or early morning awakening (EMA) ≥ 3 times/week in the past month were considered as having insomnia symptoms. The severity of insomnia was measured by the Insomnia Severity Index (ISI). Results: The prevalence of insomnia symptoms increased from 3.4% to 12.2% in girls (3.6-fold) and from 4.3% to 9.1% in boys (2.1-fold) from Tanner stage 1 to 5. There was a significant interaction between sex and Tanner stage in the prevalence of insomnia (P < 0.001) with an emergence of female preponderance at Tanner stage 4 even after controlling for age, family income, and school start time. Similar sex-Tanner stage interactions were found in DIS, DMS, and ISI total score but not EMA. Insomnia symptoms were strongly associated with behavioral problems, poor mental health, and poor general health in both sexes. Boys with insomnia would report more maladaptive lifestyles (smoking, alcohol, and energy drinks) whereas girls with insomnia were more susceptible to emotional and relationship difficulties. Conclusions: Pubertal maturation was associated with a progressive increase in the prevalence of insomnia symptoms with the emergence of female preponderance in both the prevalence and severity of insomnia symptoms at late puberty. Clinical Trials Registration: Chinese Clinical Trial Register, http://www.chictr.org.cn, ID: ChiCTR-TRC-12002798 Citation: Zhang J, Chan NY, Lam SP, Li SX, Liu Y, Chan JW, Kong AP, Ma RC, Chan KC, Li AM, Wing YK. Emergence of sex differences in insomnia symptoms in adolescents: a large-scale school-based study. SLEEP 2016;39(8):1563–1570. PMID:27091537
Comparison of visual and automated Deki Reader interpretation of malaria rapid diagnostic tests in rural Tanzanian military health facilities.

PubMed

Kalinga, Akili K; Mwanziva, Charles; Chiduo, Sarah; Mswanya, Christopher; Ishengoma, Deus I; Francis, Filbert; Temu, Lucky; Mahikwano, Lucas; Mgata, Saidi; Amoo, George; Anova, Lalaine; Wurrapa, Eyako; Zwingerman, Nora; Ferro, Santiago; Bhat, Geeta; Fine, Ian; Vesely, Brian; Waters, Norman; Kreishman-Deitrick, Mara; Hickman, Mark; Paris, Robert; Kamau, Edwin; Ohrt, Colin; Kavishe, Reginald A

2018-05-29

Although microscopy is a standard diagnostic tool for malaria and the gold standard, it is infrequently used because of unavailability of laboratory facilities and the absence of skilled readers in poor resource settings. Malaria rapid diagnostic tests (RDT) are currently used instead of or as an adjunct to microscopy. However, at very low parasitaemia (usually < 100 asexual parasites/µl), the test line on malaria rapid diagnostic tests can be faint and consequently hard to visualize and this may potentially affect the interpretation of the test results. Fio Corporation (Canada), developed an automated RDT reader named Deki Reader™ for automatic analysis and interpretation of rapid diagnostic tests. This study aimed to compare visual assessment and automated Deki Reader evaluations to interpret malaria rapid diagnostic tests against microscopy. Unlike in the previous studies where expert laboratory technicians interpreted the test results visually and operated the device, in this study low cadre health care workers who have not attended any formal professional training in laboratory sciences were employed. Finger prick blood from 1293 outpatients with fever was tested for malaria using RDT and Giemsa-stained microscopy for thick and thin blood smears. Blood samples for RDTs were processed according to manufacturers' instructions automated in the Deki Reader. Results of malaria diagnoses were compared between visual and the automated devise reading of RDT and microscopy. The sensitivity of malaria rapid diagnostic test results interpreted by the Deki Reader was 94.1% and that of visual interpretation was 93.9%. The specificity of malaria rapid diagnostic test results was 71.8% and that of human interpretation was 72.0%. The positive predictive value of malaria RDT results by the Deki Reader and visual interpretation was 75.8 and 75.4%, respectively, while the negative predictive values were 92.8 and 92.4%, respectively. The accuracy of RDT as interpreted by DR and visually was 82.6 and 82.1%, respectively. There was no significant difference in performance of RDTs interpreted by either automated DR or visually by unskilled health workers. However, despite the similarities in performance parameters, the device has proven useful because it provides stepwise guidance on processing RDT, data transfer and reporting.
Enacting Dialogue: The Impact of Promoting Philosophy for Children on the Literate Thinking of Identified Poor Readers, Aged 10

ERIC Educational Resources Information Center

Jenkins, Philip; Lyle, Sue

2010-01-01

The Philosophy for Children in Schools Project (P4CISP) is a research project to monitor and evaluate the impact of Philosophy for Children (P4C) on classroom practices. In this paper the impact of P4C on the thinking skills of four children aged 10 is examined. Standardised tests indicated the children had below-average reading ages. The pupils…
Detection of Broad Hα Emission Lines in the Late-Time Spectra of a Hydrogen-Poor Superluminous Supernova

DOE PAGES

Yan, Lin; Quimby, R.; Ofek, E.; ...

2015-11-23

iPTF13ehe is a hydrogen-poor superluminous supernova (SLSN) at z = 0.3434, with a slow-evolving light curve and spectral features similar to SN2007bi. It rises in 83–148 days to reach a peak bolometric luminosity of ~1.3 × 10 44 erg s -1, then decays slowly at 0.015 mag day -1. The measured ejecta velocity is ~ 13,000 km s -1. The inferred explosion characteristics, such as the ejecta mass (70–220 M ⊙), and the total radiative and kinetic energy (E rad ~ 10 51 erg, E kin ~ 2 × 10 53 erg), are typical of slow-evolving H-poor SLSN events. However,more » the late-time spectrum taken at +251 days (rest, post-peak) reveals a Balmer Hα emission feature with broad and narrow components, which has never been detected before among other H-poor SLSNe. The broad component has a velocity width of ~4500 km s -1 and a ~300 km s -1 blueward shift relative to the narrow component. In this paper, we interpret this broad Hα emission with a luminosity of ~2 × 10 41 erg s -1 as resulting from the interaction between the supernova ejecta and a discrete H-rich shell, located at a distance of ~4 × 10 16 cm from the explosion site. This interaction causes the rest-frame r-band LC to brighten at late times. The fact that the late-time spectra are not completely absorbed by the shock-ionized H-shell implies that its Thomson scattering optical depth is likely ≤1, thus setting upper limits on the shell mass ≤30 M ⊙. Of the existing models, a Pulsational Pair Instability supernova model can naturally explain the observed 30 M ⊙ H-shell, ejected from a progenitor star with an initial mass of (95–150) M ⊙ about 40 years ago. Finally, we estimate that at least ~15% of all SLSNe-I may have late-time Balmer emission lines.« less

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