Parents as partners: investigating the role(s) of mothers in coordinating health and education activities for children with chronic care needs.

Interprofessional collaboration (IPC) between health professionals, and educators is an essential component of academic success and well-being for children who experience chronic illnesses. This study sought to understand parents' roles in and perceptions of IPC between their child's healthcare professionals and educators. We recruited 23 mothers to participate in our study. Data were analyzed using a combination of univariate analyses and content analysis. Overall, parents reported that they could effectively communicate their child's health and educational needs with health and educational professionals, but statistical analysis determined moderately increased challenges presenting information across professions. Most participants (n = 19) indicated that IPC between health and educational professionals could be improved. Effectively engaging parents as partners in IPC can promote more seamless collaboration and communication of a child's needs and offer a greater likelihood of achieving a child's health and educational goals.

Use of context in the word recognition process by adults with a significant history of reading difficulties.

We examined whether university students who report a significant history of reading difficulties (RD; n = 24) differed from university students with no history of reading difficulties (NRD; n = 31) in how sentence context affects word recognition. Experiment 1 found no differences in how congruent sentence primes or syntactic manipulations of the sentence primes affected the performance of the two groups. However, only the RD group displayed a significant inhibition effect when the target word was preceded by an incongruent sentence prime. Experiment 2 found that the groups differed in how meaning frequency of the target word and context strength of the sentence prime affected word recognition latencies. The results suggest that the RD participants' performance is context-sensitive and better explained by interactive models of language processing than by modular models.