A new neuropsychological tool for simultaneous reading and executive functions assessment: initial psychometric properties.

Introduction: The development of reading and complex executive functions is fundamental for achieving social, academic, and professional success. So far, there is no single neuropsychological instrument that comprehensively assesses the domains of inhibitory control, cognitive flexibility, working memory, and reading comprehension. To assess executive functions related to reading, the "Assessment of Reading and Executive Functions" (AREF) was developed. In this study, we show initial evidence of validity and reliability for four subtests - Graphophonological-Semantic Flexibility, Inhibitory Control, Flexibility, and Working Memory. Methods: A total of 93 students from 4th to 9th grade, aged 8-14, in public (n = 61) and private (n = 32) schools were evaluated. Tasks from the AREF instrument, as well as measures of reading comprehension, inhibitory control, cognitive flexibility, working memory, and intelligence, were administered. Correlations between AREF scores and the other measures were performed to assess external construct validity. Performance differences between school groups on AREF subtests were analyzed using ANOVA, t-test, and Mann-Whitney tests, and the internal consistency of the instrument's tasks was evaluated using Cronbach's alpha coefficient. Results: The scores of the AREF subtests demonstrated significant positive correlations with reading measures (ranging from 0.339 to 0.367) and executive functions (ranging from 0.209 to 0.396). Significant differences were found in the performance of some AREF tasks when comparing individuals from public and private schools, as well as between 4th and 5th graders compared to students in higher grades. The internal consistency of the tasks was low for Graphophonological-Semantic Flexibility (Cronbach's α = 0.566), moderate for Inhibitory Control and Flexibility (Cronbach's α = 0.768), and high for Working Memory (Cronbach's α = 0.881). Discussion: The results provide initial evidence of construct validity and reliability for the AREF subtests. It is expected that this new neuropsychological test will contribute to the assessment of reading skills and executive functions, assisting in guiding clinical and educational interventions for individuals with and without neurodevelopmental disorders.

The Effect of the Team Members Teaching Design vs. Regular Lectures method on the Self-efficacy of the Multiple sclerosis Patients in Iran. Randomised Controlled Trial.

Objective: This study was conducted with the aim of the effect of team members teaching design (TMTD) vs. regular Lectures method on the self-efficacy of the multiple sclerosis patients. Methods: This research is a randomized controlled trial study. In this study, 48 multiple sclerosis persons of members of Jahrom MS Society participated. The persons were selected by simple random sampling and then divided into three groups of: TMTD (n=16), regular lecture method (n=16), and control (n=16), by random allocation method. In the intervention groups, six training sessions were held twice a week; control group did not receive education. Data was collected by the MS self-efficacy questionnaire of Rigby et al. in the before, immediately and one month after the intervention. Results: Patients in three intervention and control groups were similar in terms of demographic variables. The results of the repeated measurement test before, immediately and one month after the intervention showed that the mean of the all dimensions of self-efficacy in two intervention groups had increased significantly (p<0.05). While these changes were not significant in the control group (p ≥ 0.05). Also, there was a significant difference in the mean of the all dimensions of self-efficacy between the intervention groups of TMTD and regular lectures. Conclusion: Based on the findings, TMTD compared to regular lectures method had a more significant effect on improving the self-efficacy of multiple sclerosis patients. Therefore, it is recommended that nursing use this educational approach to increase patients' self-efficacy.

The Effect of the Team Members Teaching Design vs. Regular Lectures method on the Self-efficacy of the Multiple sclerosis Patients in Iran. Randomised Controlled Trial / El efecto del diseño de enseñanza colaborativa frente al método de clases regulares sobre la autoeficacia de los pacientes con esclerosis múltiple en Irán. Ensayo Controlado Aleatorizado / O efeito do design de ensino colaborativo versus método de aula regular na autoeficácia de pacientes com esclerose múltipla no Irã. Teste controlado e aleatório

Objective. This study was conducted with the aim of the effect of team members teaching design (TMTD) vs. regular Lectures method on the self-efficacy of the multiple sclerosis patients. Methods. This research is a randomized controlled trial study. In this study, 48 multiple sclerosis persons of members of Jahrom MS Society participated. The persons were selected by simple random sampling and then divided into three groups of: TMTD (n=16), regular lecture method (n=16), and control (n=16), by random allocation method. In the intervention groups, six training sessions were held twice a week; control group did not receive education. Data was collected by the MS self-efficacy questionnaire of Rigby et al. in the before, immediately and one month after the intervention. Results. Patients in three intervention and control groups were similar in terms of demographic variables. The results of the repeated measurement test before, immediately and one month after the intervention showed that the mean of the all dimensions of self-efficacy in two intervention groups had increased significantly (p<0.05). While these changes were not significant in the control group (p ≥ 0.05). Also, there was a significant difference in the mean of the all dimensions of self-efficacy between the intervention groups of TMTD and regular lectures. Conclusion. Based on the findings, TMTD compared to regular lectures method had a more significant effect on improving the self-efficacy of multiple sclerosis patients. Therefore, it is recommended that nursing use this educational approach to increase patients' self-efficacy.

Objetivo. Determinar el efecto del diseño de la enseñanza colaborativa de los miembros del equipo (En inglés: Team Members Teaching Design -TMTD) frente al método de las clases regulares sobre la autoeficacia de los pacientes con esclerosis múltiple (EM).Métodos. Ensayo controlado aleatorizado realizado con la participación de 48 personas con esclerosis múltiple afiliados a la Sociedad de Esclerosis Múltiple de Jahrom (Iran), que fueron seleccionados por muestreo aleatorio simple y luego asignados en forma randomizada en tres grupos, dos de intervención: TMTD (n=16) y método de clases regulares (n=16), y un grupo control (n=16). En los grupos de intervención se impartieron seis sesiones educativas (dos por semana); mientras que el grupo control no recibió educación. Se empleó el cuestionario de autoeficacia en EM de Rigby et al. en los momentos: antes, inmediatamente después de terminada la intervención y un mes de finalizada la misma.Resultados. Los pacientes de los tres grupos de intervención y control eran similares en cuanto a variables demográficas. Los resultados de la prueba de medidas repetidas antes, inmediatamente y un mes después de la intervención mostraron que la media de todas las dimensiones de autoeficacia en los dos grupos de intervención había aumentado significativamente (p<0.05). Mientras que estos cambios no fueron significativos en el grupo de control (p ≥ 0.05). Además, hubo una diferencia significativa en la media de todas las dimensiones de autoeficacia entre los grupos de intervención de TMTD y clases regulares, siendo mayor en TMTD. Conclusión. El TMTD comparado con el método de clases regulares, tuvo un mejor efecto en el aumento de la autoeficacia de los pacientes con EM. Por lo tanto, se sugiere a enfermería utilizar este enfoque educativo para aumentar la autoeficacia de los pacientes.

Objetivo. Determinar o efeito do desenho de ensino colaborativo dos membros da equipe (em inglês: Team Members Teaching Design -TMTD) comparado ao método de aulas regulares na autoeficácia de pacientes com esclerose múltipla (EM). Métodos. Ensaio controlado randomizado realizado com a participação de 48 pessoas com esclerose múltipla afiliadas à Sociedade de Esclerose Múltipla de Jahrom (Irã), que foram selecionadas por amostragem aleatória simples e depois distribuídas aleatoriamente em três grupos, dois grupos de intervenção: TMTD (n=16 ) e método de aula regular (n=16), e um grupo controle (n=16). Foram ministradas seis sessões educativas nos grupos de intervenção (duas por semana); enquanto o grupo de controle não recebeu educação. Foi utilizado o questionário de autoeficácia em SM de Rigby et al. nos momentos: antes, imediatamente após o término da intervenção e um mês após seu término. Resultados. Os pacientes dos três grupos intervenção e controle foram semelhantes em termos de variáveis demográficas. Os resultados do teste de medidas repetidas antes, imediatamente e um mês após a intervenção mostraram que a média de todas as dimensões da autoeficácia nos dois grupos de intervenção aumentou significativamente (p<0.05). Embora essas alterações não tenham sido significativas no grupo controle (p ≥ 0.05). Além disso, houve diferença significativa na média de todas as dimensões de autoeficácia entre os grupos de intervenção TMTD e aulas regulares, sendo maior no TMTD. Conclusão. O TMTD comparado ao método de aula regular teve melhor efeito no aumento da autoeficácia dos pacientes com EM. Portanto, sugere-se que a enfermagem utilize essa abordagem educativa para aumentar a autoeficácia dos pacientes.

Contribución de la tolerancia al distrés y la memoria de trabajo a la comprensión lectora en niños de 9 a 12 años de edad / Distress Tolerance and Working Memory to Reading Comprehension in 9 to 12-Year-Old Children

Resumen El desarrollo de la lectura es un proceso acumulativo en el que progresivamente los niños se vuelven más eficaces y comienzan a enfrentar textos más extensos y complejos. Conocer los factores cognitivos y afectivos que inciden sobre el desempeño en la comprensión lectora tiene gran relevancia. Por ello, el objetivo de este estudio fue analizar la capacidad explicativa de la tolerancia al distrés en la comprensión lectora de textos narrativos y expositivos, considerando conjuntamente el rol de la memoria de trabajo en niños y niñas de 9 a 12 años. Se evaluaron 211 niños que cursaban cuarto a sexto año de educación primaria (117 niñas, 94 niños; edad M = 10.94, DE = 0.87 años). Se utilizó un diseño no experimental, transversal y correlacional. La TD se evaluó mediante el Indicador Comportamental de Resiliencia al Distrés, la memoria de trabajo con una tarea de amplitud compleja de dígitos, mientras que la comprensión lectora de texto narrativo y expositivo con una prueba de screening apropiada a la edad. Los resultados muestran que, al ser consideradas conjuntamente, la memoria de trabajo contribuye al desempeño en comprensión lectora tanto de textos narrativos como expositivos, mientras que la tolerancia al distrés no realiza un aporte significativo. El estudio aporta al conocimiento de factores que contribuyen al desempeño en comprensión lectora en niños y niñas de edad escolar, mostrando que la habilidad para tolerar estados emocionales negativos no aporta significativamente a la comprensión de distintos tipos de texto, cuando se considera además la capacidad de almacenar y procesar simultáneamente información.

Abstract Reading development is a cumulative process in which children progressively become more efficient and begin to deal with longer and more complex texts. Knowing the cognitive and affective factors that affect reading comprehension performance is of great relevance. Therefore, this study aimed to analyze the explanatory capacity of distress tolerance in reading comprehension of narrative and expository texts, jointly considering the role of working memory in 9 to 12-year-old children. A total of 211 children who were in the fourth to sixth year of primary education were evaluated (117 girls, 94 boys; M age = 10.94, SD = 0.87 years). A non-experimental, cross-sectional, correlational design was used. Distress tolerance was assessed using the Behavioral Indicator of Resilience to Distress, working memory with a complex digit span task, while CL of narrative and expository text with an age-appropriate screening test. The results show that, when considered jointly, working memory contributes to reading comprehension performance of both narrative and expository texts, while distress tolerance does not make a significant contribution. The study contributes to the knowledge of factors that contribute to reading comprehension performance in school-age children, showing that the ability to tolerate negative emotional states does not contribute significantly to comprehension of different types of text when the ability to simultaneously maintain and process information is considered.

Aprendizaje de la lectura mediante la asociación imagen - palabra escrita: una revisión de la evidencia en niños con discapacidad intelectual y autismo / Learning to read through picture-written word association: a review of the evidence in children with intellectual disability and autism / Aprendendo a ler por meio da associação de imagens e palavras: uma revisão das evidências em crianças com deficiência intelectual e autismo

Se tiene como objetivo determinar si la asociación imagen - palabra escrita, como parte del método de instrucción de palabras a la vista limita la adquisición del aprendizaje de la lectura en niños con discapacidad intelectual y autismo. Para lo cual, se realizó una revisión narrativa de los estudios reportados en las bases de datos de Scopus, Willey, ScienceDirect, Taylor & Francis, y Sage. Los hallazgos evidencian que la presentación de imagen y palabra escrita como estímulo compuesto puede obstaculizar el proceso de reconocimiento del texto, lo que sugiere la necesidad de emplear esta estrategia con precaución. En consecuencia, se recomienda fomentar actividades de aprendizaje donde la palabra escrita se presente de manera independiente; entre las prácticas alternativas que pueden implementarse, destacan la presentación de la imagen como retroalimentación posterior a la exposición aislada de la palabra escrita. Otra opción viable consiste en mostrar la palabra escrita, seguida de la instrucción de hacer coincidir palabra con imagen.

The objective was to determine if the image-written word association, as part of the straight forward word instruction method, limits the acquisition of learning to read in children with intellectual disabilities and autism. For which, a narrative review of the studies reported in the Scopus, Willey, ScienceDirect, Taylor & Francis, and Sage databases was carried out. It was considered, the presentation of an image and a written word as a compound stimulus can hinder the text recognition process, suggesting the need to use this strategy with caution. Consequently, it is recommended to encourage learning activities where the written word is presented independently. However, it is possible to use the images as feedback, in order to avoid the negative effect of the images.

O objetivo foi verificar se a associação imagem-palavra escrita, como parte do método de instrução das palavras simples, limita a aquisição da aprendizagem da leitura em crianças com deficiência intelectual e autismo. Para isso, foi realizada uma revisão narrativa dos estudos relatados nas bases de dados Scopus, Willey, ScienceDirect, Taylor & Francis e Sage. Considerou-se que a apresentação de uma imagem e uma palavra escrita, e apresentá-la como um estímulo composto, pode dificultar o reconhecimento do texto, sugerindo a necessidade de emprego dessa estratégia com cautela. Nesse sentido, recomenda-se promover atividades de aprendizagem onde a palavra escrita deve ser apresentado sozinho. No entanto, é possível usar as imagens como feedback, a fim de evitar o efeito negativo das imagens.

Reading processes of public and private middle school and high school students.

INTRODUCTION: Reading has been widely discussed, mainly due to the published results of international performance tests of schoolchildren. The gaps generated in literacy hinder the development of basic skills necessary for reading, which will have a negative impact on the teaching-learning process from elementary school to high school. This study aimed to compare the reading performance of the students in public and private schools through tests of the Brazilian reading processes-PROLEC-SE-R. METHODS: Cross-sectional study. The Brazilian adaptation of the PROLEC-SE-R was administered to 436 students: 221 from the state school (G1 6th year, n = 30; G2 7th year, n = 33; G3 8th year, n = 35; G4 9th year, n = 31; G5 1st year, n = 32; G6 2nd year, n = 30; G7 3rd year, n = 30) e 215 private schools (G8 6th year, n = 31; G9 7th year, n = 31; G10 8th year, n = 30; G11 9th year, n = 31; G12 1st year, n = 30; G13 2nd year, n = 31; G14 3rd year, n = 31). Tools of descriptive and bivariate analysis were used. RESULTS: Superior performance of the private school students on spelling tests helps their reading as evidenced by their scores for syntactic and semantic processes. When the knowledge of the use of the word in text, extraction of meaning and its understanding was needed, the difficulty of access to the mental lexicon of the studied population became evident. CONCLUSION: The PROLEC-SE-R, in addition to establishing the reading profile of elementary and high school students, shows that the gaps in teaching and learning, which exist between public and private education in the literacy period, accompany students throughout the basic education cycle. Knowing the reading profile and in which process there is a disruption is important so that the teaching of specific strategies can be promoted throughout the entire schooling process, especially in primary and secondary education.

Why did humans surpass all other primates? Are our brains so different? Part 2.

The second part of this review is an attempt to explain why only Homo sapiens developed language. It should be remarked that this review is based on the opinion of a clinical neurologist and does not intend to go beyond an overview of this complex topic. The progressive development of language was probably due to the expansion of the prefrontal cortex (PFC) and its networks. PFC is the largest area of the human cerebral cortex and is much more expanded in humans than in other primates. To achieve language, several other functions should have been attained, including abstraction, reasoning, expanded working memory, and executive functions. All these functions are strongly related to PFC and language had a profound retroactive impact on them all. Language and culture produce anatomic and physiological modifications in the brain. Learning to read is presented as an example of how culture modifies the brain.

A segunda parte desta revisão é uma tentativa de explicar por que apenas o Homo sapiens desenvolveu a linguagem. Ressalta-se que esta revisão é baseada na opinião de um neurologista clínico e não pretende ir além de uma visão geral deste tema complexo. O desenvolvimento progressivo da linguagem provavelmente se deveu à expansão do córtex pré-frontal (PFC) e de suas conexões. O PFC é a maior área do córtex cerebral humano e é muito maior em seres humanos do que em outros primatas. Para adquirir a linguagem, diversas outras funções precisavam ter sido alcançadas, incluindo abstração, raciocínio, expansão da memória de trabalho e funções executivas. Todas essas funções estão fortemente relacionadas com o PFC e a linguagem teve um profundo impacto retroativo em todas elas. A linguagem e a cultura produzem modificações anatômicas e fisiológicas no cérebro. Aprender a ler é apresentado como um exemplo de como a cultura modifica o cérebro.

Empathic attitude of dental students from a peruvian public University associated with reading Habit: a regression analysis / Actitud empática de los estudiantes de odontología de una Universidad pública peruana asociado al hábito de lectura: un análisis de regresión

Abstract The present study aims to identify the empathic attitude of dental students from a Peruvian public university, about their reading habits, as well as the level of studies and other sociodemographic variables. 226 first-, fourth-, and sixth-year students registered in the academic year 2022 were enrolled in the study. The Jefferson Empathy scale, which included 20 items, was used with a Likert scale ranging from 1 to 7, i.e., from totally disagree to totally agree. A file containing questions about the sociodemographic data registry was prepared together with the Jefferson Empathy questionnaire. It was found that the profile of the students was mainly feminine, and the average age was 22 years; they came from Lima. They had the habit of reading and a little more than half of the group did not participate in sports activities. The "adequate" level of empathy was the highest (51.77%). By dichotomizing the response variable, it was found that adequate empathy was related to the habit of reading, especially reading dental books. Dental students from this public university mostly have an adequate level of empathy; it is independent of the sociodemographic variables but is related to reading habits.

Resumen En el presente estudio se planteó identificar la actitud empática de los estudiantes de odontología de una universidad pública peruana en relación al hábito de lectura así como al nivel de estudios y variables sociodemográficas. Se consideró a 226 estudiantes de primero, cuarto y sexto año matriculados en el año académico 2022. Se utilizó la escala de empatía de Jefferson que consta de 20 ítems, y cuyas categorías de respuesta val del 1 al 7 que significa totalmente en desacuerdo a totalmente de acuerdo. Se elaboró una ficha que además contenía una primera parte para llenar de acuerdo a sus datos sociodemográficos. Se encontró que el perfil de los estudiantes perteneció al sexo femenino, con una media de 22 años, procedían de Lima, presentaban el hábito de lectura y un poco más de la mitad del grupo no realizan actividades deportivas. El nivel de empatía adecuado fue el más alto (51.77%). Al dicotomizar la variable respuesta se encontro que la empatía adecuada estuvo relacionada con el hábito de lectura y con la lectura de libros de odontología. Se concluye que los estudiantes de odontología de esta universidad pública tienen mayormente nivel de empatía adecuado y que es independiente de las variables sociodemográficas pero se encuentra relacionado a los hábitos de lectura.

Validation of a computerized version of the MNREAD chart for children.

PURPOSE: We aimed the develop and validate a computerized version of the MNREAD for the assessment of reading speed for children. METHODS: A computerized version of the MNREAD was built in Psykinematix software using the same parameters as the physical chart. We measured the reading velocity of 104 children (n = 44 of the 3rd grade; n = 60 of the 5th grade). Bland-Altaman analysis was used to quantify agreement between two chart measurements. RESULTS: Comparison between the 3rd and 5th-grade children for physical and computerized MNREAD versions showed statistical differences in Maximum Reading Speed (F = 2669.6; p < 0.001), Critical Print Size (F = 17.49; p < 0.001), and Reading Acuity (F = 14.19; p = 0.002) with huge effect size (η2 = 0.930). No differences were found between the versions within grades. Bland-Altman analysis showed 95% of the data points within ± 2 s of the mean difference, suggesting a similarity between versions of the MNREAD parameters. CONCLUSION: Our reading speed values for children in the 5th grade were higher than previous studies, suggesting a better quality of the assessment in the computerized version. Tolerance Limits were calculated as normality references for clinical purposes.

Students' reading comprehension level and reading demands in teacher education programs: the elephant in the room?

Introduction: Reading comprehension is considered a key ability for students in teacher education programs. Methods: Data from 72 students enrolled in a Chilean school of education was used to estimate the contribution of reading proficiency in first-semester academic performance using regression analysis. Results: Reading comprehension made a significant, albeit modest contribution to predict students' academic performance, after controlling for their scores in the standardized national admission tests and high-school grades. The students' average reading level was below the level of text complexity required in their first term and, although by their senior year they had made significant progress in reading comprehension, their reading level continued to be lower than text demands. Discussion: A qualitative exploration of students' reading behaviors and attitudes revealed they devoted few hours per week to reading class material and even less time to reading for leisure. Faculty were cognizant of the reading deficits of their students but had few suggestions as to how to address. Future studies in higher education should confirm whether the misfit between reading proficiency and reading demands observed in this school of education is the exception or the rule.

The effect of attention shifting on Chinese children's word reading in primary school.

BACKGROUND: This study explored the effects of attention shifting on Chinese children's word reading. OBJECTIVE: The sample consisted of 87 fourth-grade children from Shaoxing City, China. METHODS: The students completed measures of the attention shifting task, reading accuracy test, reading fluency test, and rapid automatized naming test. RESULTS: The results showed that reading fluency was significantly correlated with attention shifting scores, specifically with tag1 and tag6 (ps < 0.05). The reading accuracy score was also significantly correlated with tag6 (p < 0.05). According to the regression analysis of attention shifting on word reading, even when controlling for rapid automatic naming, attention shifting significantly affected word reading fluency at approximately 600 ms (p = .011). Attention shifting did not affect children's word reading accuracy. SHORT CONCLUSION: These findings suggest that attention shifting is significantly associated with children's word reading. Educators should focus on developing children's attention shifting to improve their word reading ability.

Effects of dialogic reading for comprehension (LuDiCa) on the social interaction of autistic adolescents and their peers.

BACKGROUND: In today's contemporary world, relationships take a prominent role in the lives of adolescents. However, challenges related to mutual understanding and a lack of inclusive environments can often lead to autistic teens feeling excluded. OBJECTIVE: In order to assess the impact of naturalistic interventions on interpersonal relationships, we conducted an experimental test utilizing Dialogic Reading for Comprehension (LuDiCa) in online reading circles with groups comprising both autistic and neurotypical adolescents. Our focus was on exploring its relevance for enhancing social interaction, particularly in terms of conversational acts, sharing experiences, initiations, and questions. METHODS: Five autistic and five neurotypical students between 11 and 15 years old from a public school in Brasilia, Federal District, participated. We paired groups A and B (made up of trios of teenagers) and groups C and D (made up of pairs) in a multiple baseline design per reading group, in which all groups went through the baseline conditions (BL), intervention (LuDiCa) and maintenance. RESULTS: LuDiCa increased the frequency of conversational acts of both autistic participants and neurotypical peers. In addition, the intervention favored initiations, questions, and sharing experiences, through the shared activity of reading and talking about a work of fiction. Participants rated the intervention in relation to the platform, the book, the reading facilitator, and interaction with peers. We discuss the potential of the facilitator's role in favoring interactions and the potential of LuDiCa as a joint activity for the engagement of adolescents. We also include suggestions for future research focused on the online context and discuss some limitations of the LuDiCa intervention. CONCLUSION: In summary, our study offers initial experimental evidence demonstrating the positive impact of LuDiCa on social interaction behaviors among both autistic and neurotypical adolescents within an inclusive setting.

Accommodative-vergence disorders in a paediatric ophthalmology clinical setting in Argentina.

PURPOSE: To determine the frequency of potential non-strabismic accommodative-vergence anomalies (NSAVA) and investigate associations between NSAVA, refractive errors and age among children attending a paediatric ophthalmology clinic. METHODS: This study included children and adolescents aged 5-19 years attending an ophthalmology clinic with at least two follow-up visits. At their first visit, children had a comprehensive ophthalmic examination, including refractive error measurement by cycloplegic autorefraction and spectacles were prescribed if necessary. At the second visit, children had an examination of best-corrected visual acuity, convergence and accommodation to identify potential NSAVA. The relationship between age, sex, heterophoria and refractive error and potential NSAVA was assessed by a multivariable logistic regression model. RESULTS: A total of 384 children and adolescents were evaluated. Their mean age was 10.97 ± 3.07 years and 58.9% were females. Forty-two per cent of children failed the NSAVA tests and 34.1% had myopia (≤-0.50 D). Children who failed NSAVA tests self-reported a higher proportion of reading problems (73.7%) compared to those who passed the tests (26.3%; p < 0.001). Children with self-reported reading problems were more likely to have accommodative infacility (57.9%) compared with children without (42.1%; p < 0.001). Refractive error and age were not associated with failure in NSAVA tests (p > 0.05). CONCLUSIONS: NSAVA was a frequent cause of vision problems found in a sample of children from an ophthalmology paediatric clinic. Thus, further research is necessary to understand the potential of public health policies to prevent, refer, diagnose and treat those conditions.

A Randomized Controlled Trial of a Neonatal Intensive Care Unit Language Intervention for Parents of Preterm Infants and 2-Year Language Outcomes.

OBJECTIVE: To test whether a neonatal intensive care unit-based language curriculum for families with preterm infants enhances the language environment and postdischarge Bayley Scales of Infant and Toddler Development (BSID)-III language and cognitive scores. METHODS: A randomized controlled trial was conducted with infants born at ≤32 weeks assigned to a parent-driven language intervention or health-safety lessons (controls). Recordings of adult word counts (AWC), conversational turns, and child vocalizations were captured at 32, 34, and 36 weeks. Primary outcomes included 2-year BSID-III language and cognitive scores. RESULTS: We randomized 95 infants; 45 of the 48 intervention patients (94%) and 43 of the 47 controls (91%) with ≥2 recordings were analyzed. The intervention group had higher AWCs (rate ratio, 1.52; 95% CI, 1.05-2.19; P = .03) at 36 weeks, increased their AWCs between all recordings, and had lower rates of 2-year receptive language scores <7 (10% vs 38%; P < .02). The intervention was associated with 80% decreased odds of a language composite score of <85 (aOR, 0.20; 95% CI, 0.05-0.78; P = .02), and 90% decreased odds of a receptive score of <7 (0.10; 95% CI, 0.02-0.46; P = .003); there was no association found with cognitive scores. Increases in AWC and conversational turns between 32 and 36 weeks were independently associated with improved 2-year BSID-III language scores for both study groups. CONCLUSIONS: Short-term parent-driven language enrichment in the neonatal intensive care unit contributes to increased AWCs at 36 weeks and improved 2-year language scores. In adjusted analyses, increases in conversational turns and AWCs at 36 weeks were independently associated with improved language scores. This low-cost, easily implemented intervention can potentially help to mitigate speech delays among preterm infants. TRIAL REGISTRATION: Registered with www. CLINICALTRIALS: gov, NCT02528227.

Impact of reading intervention on the phonological awareness of children with autism spectrum disorder: a systematic review and meta-analysis

Abstract Purpose To review studies that have intervention in reading with impacts on phonological awareness in children with autism spectrum disorder. Research strategies Searches took place until February 2021 in Cochrane, Embase, ERIC (Education Resources Information Center), LILACS (Latin American and Caribbean Health Sciences Literature), PubMed/Medline, Scopus, Web of Science and gray literature databases. Selection criteria The review included experimental studies with preschoolers and schoolchildren with ASD. Two independent reviewers selected the studies and, in case of disagreement, a third reviewer was consulted. Data analysis Joanna Briggs Institute checklists were used for risk of bias. A random effects meta-analysis was performed and the certainty of the evidence was assessed using the GRADE tool. Results Eight studies with some impact on phonological awareness were reviewed. The risk of bias was low and moderate. The certainty of the evidence was low for randomized trials and very low for non-randomised trials. Comparison of pre- and post-therapy on the Preschool Literacy Test (TOPEL) showed that children with ASD improved phonological awareness, with a mean difference between baseline and post-therapy of 6.21 (95% CI = 3.75-8.67; I2 = 0%). Conclusion Shared reading and software activities with words and phrases can alter phonological awareness. These results support further research with larger samples and a detailed description of the intervention to observe its effectiveness in phonological awareness.

Effects of dialogic reading for comprehension (LuDiCa) on the social interaction of autistic adolescents and their peers

Abstract Background In today's contemporary world, relationships take a prominent role in the lives of adolescents. However, challenges related to mutual understanding and a lack of inclusive environments can often lead to autistic teens feeling excluded. Objective In order to assess the impact of naturalistic interventions on interpersonal relationships, we conducted an experimental test utilizing Dialogic Reading for Comprehension (LuDiCa) in online reading circles with groups comprising both autistic and neurotypical adolescents. Our focus was on exploring its relevance for enhancing social interaction, particularly in terms of conversational acts, sharing experiences, initiations, and questions. Methods Five autistic and five neurotypical students between 11 and 15 years old from a public school in Brasilia, Federal District, participated. We paired groups A and B (made up of trios of teenagers) and groups C and D (made up of pairs) in a multiple baseline design per reading group, in which all groups went through the baseline conditions (BL), intervention (LuDiCa) and maintenance. Results LuDiCa increased the frequency of conversational acts of both autistic participants and neurotypical peers. In addition, the intervention favored initiations, questions, and sharing experiences, through the shared activity of reading and talking about a work of fiction. Participants rated the intervention in relation to the platform, the book, the reading facilitator, and interaction with peers. We discuss the potential of the facilitator's role in favoring interactions and the potential of LuDiCa as a joint activity for the engagement of adolescents. We also include suggestions for future research focused on the online context and discuss some limitations of the LuDiCa intervention. Conclusion In summary, our study offers initial experimental evidence demonstrating the positive impact of LuDiCa on social interaction behaviors among both autistic and neurotypical adolescents within an inclusive setting.

The effect of attention shifting on Chinese children's word reading in primary school

Abstract Background This study explored the effects of attention shifting on Chinese children's word reading. Objective The sample consisted of 87 fourth-grade children from Shaoxing City, China. Methods The students completed measures of the attention shifting task, reading accuracy test, reading fluency test, and rapid automatized naming test. Results The results showed that reading fluency was significantly correlated with attention shifting scores, specifically with tag1 and tag6 (ps < 0.05). The reading accuracy score was also significantly correlated with tag6 (p < 0.05). According to the regression analysis of attention shifting on word reading, even when controlling for rapid automatic naming, attention shifting significantly affected word reading fluency at approximately 600 ms (p = .011). Attention shifting did not affect children's word reading accuracy. Short conclusion These findings suggest that attention shifting is significantly associated with children's word reading. Educators should focus on developing children's attention shifting to improve their word reading ability.

The Impact of Morphological Awareness on Reading and Spelling / O Impacto da Consciência Morfológica na Leitura e na Ortografia

ABSTRACT: Morphological awareness is characterized by the ability to intentionally reflect and manipulate morphemes. The present study aimed to characterize the development of morphological awareness in school-age children and to analyze its impact on reading and spelling. The sample was comprised of 60 children with typical language development in Portuguese primary schools with a mean age of 8.6 (standard deviation = 0.1), 30of which attended the 2nd grade and 30 the 4th grade. The data was analyzed considering the use of language assessment instruments, reading and spelling and morphological awareness tests adapted from other studies. The results showed a significant difference in morphological awareness between the 2nd grade and the 4th grade. Although with different statistical proportions, there was a positive correlation between morphological awareness and reading, and between this metalinguistic capacity and spelling in both groups. An association is suggested between morphological awareness and reading and spelling and a difference in this correlation between the two degrees.

RESUMO: A consciência morfológica é caracterizada pela capacidade de refletir e manipular intencionalmente os morfemas. O presente estudo visou caracterizar o desenvolvimento da consciência morfológica em crianças em idade escolar e analisar o seu impacto na leitura e na ortografia. A amostra foi composta por 60 crianças portuguesas com desenvolvimento linguístico típico a frequentar o 1º ciclo do Ensino Básico, com uma média de idades de 8,6 anos (desvio padrão = 0.1), 30 das quais frequentam o 2º ano e 30 o 4º ano. Os dados foram analisados com recurso a instrumentos de avaliação linguística, leitura e ortografia e testes de consciência morfológica adaptados de outros estudos. Os resultados mostraram uma diferença significativa na consciência morfológica entre o 2º ano e o 4º ano. Embora com diferentes proporções estatísticas, houve uma correlação positiva entre consciência morfológica e leitura, e entre esta capacidade metalinguística e ortográfica em ambos os grupos. É sugerida uma associação entre consciência morfológica e leitura e ortografia e uma diferença nesta correlação entre os dois anos de escolaridade.

Desempenho em decodificação e escrita de crianças com Transtorno do Desenvolvimento da Linguagem: dados preliminares / Performance in decoding and writing of children with Developmental Language Disorder: preliminary data

RESUMO Objetivo Verificar o desempenho de crianças com diagnóstico de Transtorno do Desenvolvimento da Linguagem em provas de decodificação e escrita para assim entender melhor suas manifestações e o processo de aquisição das habilidades da linguagem escrita. Método Foram sujeitos do estudo 80 crianças. Compuseram o Grupo-Pesquisa 16 crianças com diagnóstico de Transtorno do Desenvolvimento da Linguagem, sendo 13 do gênero masculino e 3 do gênero feminino, média de idade de 7,3. O Grupo Controle contou com 64 sujeitos pareados em gênero, idade, escolaridade e nível sócio econômico com o Grupo Controle na proporção 4:1. Foi realizada avaliação da habilidade de decodificação de palavras e pseudopalavras de ambos os grupos, contabilizando-se o tempo de leitura de palavras corretas e a porcentagem de acertos, considerando-se também a extensão da palavra/pseudopalavra. A avaliação da escrita foi realizada no grupo controle, que teve seus erros ortográficos analisados e categorizados. Todos os dados passaram por análise estatística descritiva e inferencial. Resultados Os dados indicaram maior tempo de decodificação e menor porcentagem de acertos para as crianças do Grupo Pesquisa. Em relação aos erros ortográficos, observou-se a predominância de erros de ortografia arbitrária. Conclusão Os dados evidenciam que crianças com Transtorno do Desenvolvimento da Linguagem tendem a apresentar maior tempo de decodificação, maior porcentagem de erros do que seus além, de erros ortográficos mais concentrados na ortografia natural.

ABSTRACT Purpose to verify the performance of children with Developmental Language Disorder in decoding and writing tests in order to better understand their manifestations and the process of acquiring written language skills. Methods The study subjects were 80 children. The Research Group consisted of 16 children diagnosed with Developmental Language Disorder, 13 males and 3 females, mean age of 7.3. The Control Group counted on 64 subjects paired in gender, age, education and socioeconomic level with the Control Group in a 4:1 ratio. The ability to decode words and pseudowords of both groups was evaluated, measuring the time spent to correctly read words and the percentage of correct answers, also considering the length of the word/pseudoword. The writing evaluation was carried out in the control group, which had its spelling errors analyzed and categorized. All data underwent descriptive and inferential statistical analysis. Results The data indicated a longer decoding time and a lower percentage of correct answers for the children from the Research Group. Regarding spelling errors, there was a predominance of arbitrary spelling errors. Conclusion The data showed that children with Developmental Language Disorder tend to have a longer decoding time, greater percentage of errors than their peers and tend to present spelling errors more concentrated in natural orthography.

The effects of the RELATo-BRAZIL Intervention Program in early-grade readers: outcomes of a pilot study / Os efeitos do Programa de Intervenção RELATo-BRAZIL em leitores iniciantes: resultados de um estudo piloto

ABSTRACT Purpose: to carry out a pilot study applying the Reading and Language Together - Brazil program (RELATo-Brazil), targeting the development of reading and oral language abilities, aiming to improve phonological awareness skills and vocabulary knowledge in the school context. Methods: 9 children of both genders, aged between 8 and 10, enrolled in the second year of elementary school at a private school in the city of Florianópolis, SC, Brazil, joined in the study. The program was applied within three phases: Phase 1 - pre-intervention, with reading and vocabulary assessment tests; Phase 2 - intervention with sessions of different types, A, B, C and Phase 3 - post-intervention, which consisted of the subjects' reassessment, using the same tests applied in Phase 1. The data were stored in Microsoft Excel spreadsheets and exported for statistical analysis in the IBM SPSS software, the 25th version. The significance level considered was p ≤ 0.05. Results: following 21 intervention sessions, a better performance among the participants was observed when comparing the results of the pre-intervention and post-intervention phases. There is a statistically considerable difference in the percentage distributions of the conceptual vocabulary fields for Furniture and utensils (p=0.028), Places (p=0.009) and Shapes and colors (p=0.047). The reading rate did not show a statistical difference, but the children performed better in reading time and accuracy after the intervention. Conclusion: the data suggest that training in phoneme awareness and oral language and linking them in the context of authentic book reading are effective strategies for improving both reading and oral language skills.

RESUMO Objetivo: realizar um estudo piloto, aplicando o programa Reading and Language Together - Brazil (RELATo-Brazil), com vistas a incentivar o desenvolvimento da leitura e da linguagem oral por meio do trabalho com as habilidades de consciência fonológica e o aprimoramento do vocabulário no contexto escolar. Métodos: participaram do estudo nove crianças, de ambos os gêneros, com idade entre 8 e 10 anos, matriculadas no terceiro ano do ensino fundamental de uma escola particular do município de Florianópolis, Santa Catarina. O programa foi aplicado em três fases: Fase 1- pré-intervenção, com provas de avaliação da leitura e vocabulário, Fase 2 - intervenção com sessões de diferentes tipos. Fase 3 - pós-intervenção, que constou da reavaliação dos sujeitos, utilizando a mesmas provas aplicadas na Fase 1. Os dados foram armazenados em planilhas do programa Microsoft Excel e exportados para análise estatística no software IBM SPSS versão 25. O nível de significância considerado foi de p≤0,05. Resultados: após 21 sessões de intervenção, constatou-se melhor desempenho dos participantes ao comparar os resultados das fases pré-intervenção e pós-intervenção. Há diferença estatisticamente significativa nas distribuições percentuais dos campos conceituais do vocabulário para Móveis e utensílios (p=0,028), Locais (p=0,009) e Formas e cores (p=0,047). A taxa de leitura não mostrou diferença estatística, porém melhor desempenho das crianças em tempo e acurácia da leitura após a intervenção. Conclusão: os dados sugerem que treinar a consciência fonêmica, a linguagem oral e a ligação entre as duas no contexto da leitura real de livros pode ser uma intervenção eficaz na leitura, além de promover competências de linguagem oral.