Timed written picture naming in 14 European languages.

We describe the Multilanguage Written Picture Naming Dataset. This gives trial-level data and time and agreement norms for written naming of the 260 pictures of everyday objects that compose the colorized Snodgrass and Vanderwart picture set (Rossion & Pourtois in Perception, 33, 217-236, 2004). Adult participants gave keyboarded responses in their first language under controlled experimental conditions (N = 1,274, with subsamples responding in Bulgarian, Dutch, English, Finnish, French, German, Greek, Icelandic, Italian, Norwegian, Portuguese, Russian, Spanish, and Swedish). We measured the time to initiate a response (RT) and interkeypress intervals, and calculated measures of name and spelling agreement. There was a tendency across all languages for quicker RTs to pictures with higher familiarity, image agreement, and name frequency, and with higher name agreement. Effects of spelling agreement and effects on output rates after writing onset were present in some, but not all, languages. Written naming therefore shows name retrieval effects that are similar to those found in speech, but our findings suggest the need for cross-language comparisons as we seek to understand the orthographic retrieval and/or assembly processes that are specific to written output.

Children's high-level writing skills: development of planning and revising and their contribution to writing quality.

BACKGROUND: It is well established that the activity of producing a text is a complex one involving three main cognitive processes: Planning, translating, and revising. Although these processes are crucial in skilled writing, beginning and developing writers seem to struggle with them, mainly with planning and revising. AIMS: To trace the development of the high-level writing processes of planning and revising, from Grades 4 to 9, and to examine whether these skills predict writing quality in younger and older students (Grades 4-6 vs. 7-9), after controlling for gender, school achievement, age, handwriting fluency, spelling, and text structure. SAMPLE: Participants were 381 students from Grades 4 to 9 (age 9-15). METHOD: Students were asked to plan and write a story and to revise another story by detecting and correcting mechanical and substantive errors. RESULTS: From Grades 4 to 9, we found a growing trend in students' ability to plan and revise despite the observed decreases and stationary periods from Grades 4 to 5 and 6 to 7. Moreover, whereas younger students' planning and revising skills made no contribution to the quality of their writing, in older students, these high-level skills contributed to writing quality above and beyond control predictors. CONCLUSION: The findings of this study seem to indicate that besides the increase in planning and revising, these skills are not fully operational in school-age children. Indeed, given the contribution of these high-level skills to older students' writing, supplementary instruction and practice should be provided from early on.

A pulmonary rehabilitation program reduces hospitalizations in chronic obstructive pulmonary disease patients: A cost-effectiveness study.

BACKGROUND: Although pulmonary rehabilitation (PR) is recommended in patients with chronic obstructive pulmonary disease (COPD), there is a scarcity of data demonstrating the cost-effectiveness and effectiveness of PR in reducing exacerbations. METHODS: A quasi-experimental study in 200 patients with COPD was conducted to determine the number of exacerbations 1 year before and after their participation in a PR program. Quality of life was measured using the COPD assessment test and EuroQol-5D. The costs of the program and exacerbations were assessed the year before and after participation in the PR program. The incremental cost-effectiveness ratio (ICER) was estimated in terms of quality-adjusted life years (QALYs). RESULTS: The number of admissions, length of hospital stay, and admissions to the emergency department decreased after participation in the PR program by 48.2%, 46.6%, and 42.5%, respectively (P < 0.001 for all). Results on quality of life tests improved significantly (P < 0.001 for the two tests). The cost of PR per patient and the cost of pre-PR and post-PR exacerbations were €1867.7 and €7895.2 and €4201.9, respectively. The PR resulted in a cost saving of €1826 (total, €365,200) per patient/year, and the gain in QALYs was+0.107. ICER was -€17,056. The total cost was <€20,000/QALY in 78% of patients. CONCLUSIONS: PR contributes to reducing the number of exacerbations in patients with COPD, thereby slowing clinical deterioration. In addition, it is cost-effective in terms of QALYs.

The online management of writing processes and their contribution to text quality in upper-primary students.

BACKGROUND: The online management of writing processes is an important factor related to the composition of high-quality texts. In the present study we analysed the time that upper-primary students devoted to writing processes, the distribution of those processes during composition and the contribution of both aspects to text quality. METHOD: 120 upper-primary students were asked to write an argumentative text in pairs under thinking aloud conditions. Verbalizations were analysed considering different writing processes and sub-processes. RESULTS: Upper-primary students rarely used planning and revising processes. Planning, which basically involved content generation, was mostly activated at the beginning of the writing task. Revision, which mainly included reading, appeared at the end. The time devoted to writing processes or the time at which they were activated had no effect on text quality. CONCLUSIONS: Not only did upper-primary students make little use of planning and revising processes, it was also ineffective. Thus, there is a need to provide them with high-quality instruction in school from early on.

Effects of teaching planning strategies to first-grade writers.

BACKGROUND: Traditionally writing instruction at the start of school has focused on developing students' ability to spell and handwrite. Teaching children explicit self-regulatory strategies for developing content and structure for their text has proved effective for students in later grades of primary (elementary) education. AIMS: The present study aims to determine whether first-grade students benefit from learning higher-level self-regulating strategies for explicit planning of content and structure. SAMPLE: Five mixed-ability Spanish first-grade classes were randomly assigned either to an experimental condition that received strategy-focused instruction (three classes, N = 62), or to a practice-matched control condition (two classes, N = 39). METHOD: Over 10, 50-min sessions, the intervention taught strategies for writing stories. Writing performance was assessed prior to intervention, immediately after intervention and 7 weeks post-intervention, in terms of both text features associated with written narratives and by holistic quality ratings. RESULTS: Students who received the intervention subsequently produced texts with better structure, coherence, and quality, and a larger number of features associated with narrative texts. These effects remained at follow-up and were not present in the control condition. CONCLUSION: Our findings indicate that teaching explicit strategies for planning text content and structure benefits young writers even when spelling and handwriting skills are not yet well established.

Writing self-efficacy changes after cognitive strategy intervention in students with learning disabilities: the mediational role of gender in calibration.

This study examines the mediational role of gender in the effects of two patterns of cognitive and self-regulatory strategy interventions in the writing self-efficacy calibration of students with learning disabilities (LD). 121 5th and 6th Primary grade students with LD (43 girls and 78 boys), ranging in age from 10 to 12 years old were randomly allocated either to one of the experimental intervention groups, (n=48, 19 girls and 29 boys), and followed a intervention program based on the Self-Regulated Strategy Development Model, or they received training based on the Social Cognitive Model of Sequential Skill Acquisition (n=31, 15 girls and 26 boys), or alternatively they were allocated to the ordinary instruction group (n=32, 9 girls and 23 boys). Writing performance was assessed using two types of writing evaluation: a reader-based score concerned with structure, coherence and quality, and a text based score regarding productivity, coherence and structure. Writing self-efficacy beliefs were also assessed using a self-report scale including eight items about the students' confidence in completing a writing task and to gain specific writing skills. The results suggest that the miscalibration of writing self-efficacy in girls with LD was significantly modified to a more realistic calibration of their writing competence after experimental intervention. However, the findings do not confirm the same clear statement for boys.

Effects of Direct Instruction and Strategy Modeling on Upper-Primary Students' Writing Development.

Strategy-focused instruction is one of the most effective approaches to improve writing skills. It aims to teach developing writers strategies that give them executive control over their writing processes. Programs under this kind of instruction tend to have multiple components that include direct instruction, modeling and scaffolded practice. This multi-component nature has two drawbacks: it makes implementation challenging due to the amount of time and training required to perform each stage, and it is difficult to determine the underlying mechanisms that contribute to its effectiveness. To unpack why strategy-focused instruction is effective, we explored the specific effects of two key components: direct teaching of writing strategies and modeling of strategy use. Six classes (133 students) of upper-primary education were randomly assigned to one of the two experimental conditions, in which students received instruction aimed at developing effective strategies for planning and drafting, or control group with no strategy instruction: Direct Instruction (N = 46), Modeling (N = 45), and Control (N = 42). Writing performance was assessed before the intervention and immediately after the intervention with two tasks, one collaborative and the other one individual to explore whether differential effects resulted from students writing alone or in pairs. Writing performance was assessed through reader-based and text-based measures of text quality. Results at post-test showed similar improvement in both intervention conditions, relatively to controls, in all measures and in both the collaborative and the individual task. No statistically significant differences were observed between experimental conditions. These findings suggest that both components, direct teaching and modeling, are equally effective in improving writing skills in upper primary students, and these effects are present even after a short training.

Do sixth-grade writers need process strategies?

BACKGROUND: Strategy-focused writing instruction trains students both to set explicit product goals and to adopt specific procedural strategies, particularly for planning text. A number of studies have demonstrated that strategy-focused writing instruction is effective in developing writing performance. AIM: This study aimed to determine whether teaching process strategies provides additional benefit over teaching students to set product goals. SAMPLE: Ninety-four typically developing Spanish sixth-grade (upper primary) students. METHOD: Students received 10 hr of instruction in one of three conditions: Strategy-focused training in setting product goals and in writing procedures (planning and revision; Product-and-Process), strategy-focused training in setting product goals (Product-Only), and product-focused instruction (Control). Students' writing performance was assessed before, during, and after intervention with process measures based on probed self-report and holistic and text-analytic measures of text quality. RESULTS: Training that included process instruction was successful in changing students' writing processes, with no equivalent process changes in the Product-Only or Control conditions. Both Process-and-Product and Product-Only conditions resulted in substantial improvements in the quality of students' texts relative to controls, but with no evidence of benefits of process instruction over those provided by the Product-Only condition. Teaching process substantially increased time-on-task. CONCLUSIONS: Our findings confirm the value of strategy-focused writing instruction, but question the value of training specific process strategies.

Comparison of reading-writing patterns and performance of students with and without reading difficulties.

BACKGROUND: This paper analyses performance and the process used in carrying out a common hybrid task, such as, summarizing a text, from a developmental point of view and comparing the differences between students with and without reading difficulties. METHOD: 548 students typically developing and 54 students with learning difficulties for reading (grades 5 to 8, ages 11 to 14) read and summarized a text using the triple task technique and then they did a comprehension questionnaire. Attention was paid to the various activities undertaken during this task, their cognitive cost, and the organization of reading and writing activities throughout the exercise, together with performance through evaluation of the summary and the reading comprehension questionnaire. RESULTS: There were no significant differences in performance or strategies used for the task between students of primary and secondary education. A linear reading-writing process was mostly employed by both, with greater cost and time needed by primary students. Students with reading difficulties did not show any strategies compensating for the greater difficulty and cognitive cost that the task represents for them. CONCLUSIONS: The effective and strategic use of summarizing as a learning tool seems to demand a specific training for students with or without reading difficulties.