Exploring the Dimensionality of Morphological Knowledge for Adolescent Readers.

This study examined the dimensionality of morphological knowledge. The performance of 371 seventh- and eighth-graders on seven morphological knowledge tasks was investigated using confirmatory factor analysis. Results suggested that morphological knowledge was best fit by a bifactor model with a general factor of morphological knowledge and seven specific factors, representing tasks that tap different facets of morphological knowledge. Next, structural equation modelling was used to explore links to literacy outcomes. Results indicated the general factor and the specific factor of morphological meaning processing showed significant positive associations with reading comprehension and vocabulary. Also, the specific factor of generating morphologically related words showed significant positive associations with vocabulary, while specific factors of morphological word reading and spelling processing showed small negative relationships to reading comprehension and vocabulary. Findings highlight the complexity of morphological knowledge and suggest the importance of being cognizant of the nature of morphology when designing and interpreting studies.

Improving the Reliability of Student Scores from Speeded Assessments: An Illustration of Conditional Item Response Theory Using a Computer-Administered Measure of Vocabulary.

A growing body of literature suggests that response latency, the amount of time it takes an individual to respond to an item, may be an important factor to consider when using assessment data to estimate the ability of an individual. Considering that tests of passage and list fluency are being adapted to a computer administration format, it is possible that accounting for individual differences in response times may be an increasingly feasible option to strengthen the precision of individual scores. The present research evaluated the differential reliability of scores when using classical test theory and item response theory as compared to a conditional item response model which includes response time as an item parameter. Results indicated that the precision of student ability scores increased by an average of 5 % when using the conditional item response model, with greater improvements for those who were average or high ability. Implications for measurement models of speeded assessments are discussed.

The effect of vocabulary knowledge on novel word identification.

The study investigated the relationship between vocabulary knowledge and novel word reading. Fourth-grade students were assessed on standardized measures of word identification, decoding, and receptive vocabulary, as well as on an experimental word identification measure using words that students in the fourth grade are unlikely to have seen before in print. In the experimental measure, pairs of words were matched on printed frequency and orthographic pattern (with a variety of spelling patterns represented), but differed in terms of the frequency of expected oral exposure for children (i.e., higher vs. lower). Results showed that students' receptive vocabulary knowledge was significantly related to performance on both the standardized and experimental measures of word identification, even after accounting for the substantial amount of variance explained by decoding ability. Students performed better reading the words with higher expected oral frequencies on the experimental task than on those items with lower expected oral frequencies. The results point to the benefits, albeit modest, of oral word familiarity for reading words when they are first encountered in print and suggest that this top-down effect is not limited to exception words, as has been suggested, but has a wider scope.

The standardization of radiation skin care in British Columbia: a collaborative approach.

PURPOSE/OBJECTIVES: To develop evidence-based practice guidelines for and standardize the care of radiation skin reactions. DATA SOURCES: Peer-reviewed scientific journals and texts and a survey of the guidelines in use at leading cancer treatment facilities in Canada, the United States, the United Kingdom, and Australia. DATA SYNTHESIS: A formal reference document with recommended guidelines was developed. Consensus was obtained from all relevant disciplines, and the guidelines were implemented successfully into practice. CONCLUSIONS: The document introduced a major change in practice from the maintenance of a dry radiation treatment area to the promotion of skin cleanliness and hydration, as well as the adoption of the principles of moist wound healing. Annual review indicated that dissemination of (94%) and compliance with (78%) the guidelines were good. IMPLICATIONS FOR NURSING: The process to develop, obtain consensus for, and implement evidence-based practice guidelines was an exemplary demonstration of teamwork and interdisciplinary collaboration.