La identificación del riesgo de trastorno del aprendizaje de la lectura (dislexia) en 2° curso de educación infantil / Identification of risk of learning disabilities of reading (dyslexia) in 4-year-old children

Objetivo: Comprobar la eficacia predictora de dificultades de lectura del Test para la detección temprana de las dificultades en el aprendizaje de la lectura y escritura y de la Batería de iniciación a la lectura (BIL3-6). Método: Se aplicaron ambos instrumentos a alumnado de 2.° curso de Educación Infantil (107 participantes para el Test de detección temprana de las dificultades en el aprendizaje de la lectura y escritura y 211 para la BIL3-6), y dos años más tarde se evaluó su lectura por medio de la Lectura de Palabras y Pseudopalabras del Prolec-R y del Texto IB del TALE. También se obtuvo del profesorado una valoración del aprendizaje de los participantes. Resultados: Se calculó la sensibilidad (S) y la especificidad (E) de ambos instrumentos basándose en los agrupamientos del alumnado en función de los resultados en las tres tareas de lectura: buenos y malos lectores a partir del pc16. Ninguno de los dos instrumentos examinados alcanza unos valores adecuados de S y E. Si se toma a priori un valor adecuado de S para asegurar que se identifica al alumnado con riesgo de dificultades, entonces la E es muy baja y, por tanto, la cantidad de falsos positivos hace imposible adoptar decisiones educativas acertadas. La valoración general del profesorado sobre el aprendizaje de cada participante muestra similar capacidad predictiva que ambos instrumentos.(AU)

Objective: To check the predictive efficacy of subsequent reading difficulties of the Test for the early detection of difficulties in learning to read and write and the Battery for initiation to reading (BIL3-6). Method: Both instruments were applied to students in the 2nd year of Preschool (107 participants for the Early Detection Test and 209 for the BIL3-6), and 2 years later their reading was evaluated by reading Words and Pseudowords of the Prolec-R and Text IB of the TALE. An assessment of the participants’ learning was also obtained from the teachers. Results: The sensitivity (S) and specificity (E) of both instruments were calculated based on the groupings of the students based on the results in the 3 reading tasks: good and poor readers from pc16. Neither of the two instruments examined reach appropriate values of S and E. If an appropriate value of S is taken a priori to ensure that students at risk of difficulties are identified, then the E is very low, and therefore the number of false positives makes it impossible successful educational decisions. The general assessment of the teaching staff on the learning of each participant shows a similar predictive capacity as both instruments.(AU)

Simple view of reading in Spanish: A longitudinal study / Concepción simple de la lectura en español: un estudio longitudinal

Objectives: Test the validity of the Simple View of Reading (Gough & Tunmer, 1986) in Spanish and analyze the contributions of decoding and linguistic abilities to reading comprehension. Method: This longitudinal study assessed a sample of 71 Spanish speaking children at Grade 1 and Grade 3. At each time point, a battery of tests assessed children's linguistic abilities, decoding and reading comprehension. The authors used the classic model of SVR: model 0 (pseudoword accuracy reading and listening comprehension) and a complex model: Model 1 (linguistic abilities and decoding). Results: Results of regression analyses showed that the original model of the SVR, explained little variance of reading comprehension in Spanish in comparison with the results obtained in English. However, a complex model explained 51% and 55% of the variance of reading comprehension in first and third grade respectively. The unique contribution of linguistic abilities increased from 27% in first grade to 43% in third grade and the contribution of decoding decreased from 24% in first grade to 2% in third grade. Conclusions: The results are explained in terms of the transparent nature of Spanish orthography and educational implications are discussed.(AU)

ObjetivosEvaluar la validez de la concepción simple de la lectura (Gough y Tunmer, 1986) en español y analizar la contribución de la decodificación y las habilidades lingüísticas a la comprensión lectora. Método: Se trata de un estudio longitudinal en el que se evaluó a 71 estudiantes hispanohablantes en 2 fases: en primer y en tercer curso de primaria. A todos ellos se les aplicó una serie de pruebas para evaluar las habilidades lingüísticas, la decodificación y la comprensión lectora en cada una de las fases. Los autores utilizaron el modelo original de la concepción simple de la lectura: modelo 0 (precisión en la lectura de seudopalabras y comprensión oral) y un modelo más abierto: modelo 1 (habilidades lingüísticas y decodificación). Resultados: Tras un análisis de regresión, se encontró que el modelo original de la concepción simple de la lectura explicó una varianza muy pequeña de la comprensión lectora en español en comparación los resultados obtenidos en inglés. Sin embargo, un modelo más abierto logró explicar el 51 y el 55% de la varianza de la comprensión lectora en el primer y el tercer curso de primaria, respectivamente. La contribución única de las habilidades lingüísticas se incrementó de un 27% en el primer curso a un 43% en el tercer curso y el aporte de la decodificación disminuyó de un 24% alcanzado en el primer curso a un 2% en el tercer curso. Conclusiones: Los resultados se explican en términos de la transparencia del sistema ortográfico del español. Los hallazgos tienen importantes implicaciones que son discutidas.(AU)

pMEX01, a 70kb Plasmid Isolated From Escherichia Coli That Confers Resistance to Multiple ß-Lactam Antibiotics

Abstract Multidrug-resistant microorganisms are of great concern to public health. Genetic mobile elements, such as plasmids, are among the most relevant mechanisms by which bacteria achieve this resistance. We obtained an Escherichia coli strain CM6, isolated from cattle presenting severe diarrheic symptoms in the State of Querétaro, Mexico. It was found to contain a 70 kb plasmid (pMEX01) with a high similarity to the pHK01-like plasmids that were previously identified and described in Hong Kong. Analysis of the pMEX01 sequence revealed the presence of a blaCTX-M-14 gene, which is responsible for conferring resistance to multiple β-lactam antibiotics. Several genes putatively involved in the conjugative transfer were also identified on the plasmid. The strain CM6 is of high epidemiological concern because it not only displays resistance to multiple β-lactam antibiotics but also to other kinds of antibiotics.

pMEX01, a 70kb plasmid isolated from Escherichia coli that confers resistance to multiple ß-lactam antibiotics.

Multidrug-resistant microorganisms are of great concern to public health. Genetic mobile elements, such as plasmids, are among the most relevant mechanisms by which bacteria achieve this resistance. We obtained an Escherichia coli strain CM6, isolated from cattle presenting severe diarrheic symptoms in the State of Querétaro, Mexico. It was found to contain a 70kb plasmid (pMEX01) with a high similarity to the pHK01-like plasmids that were previously identified and described in Hong Kong. Analysis of the pMEX01 sequence revealed the presence of a blaCTX-M-14 gene, which is responsible for conferring resistance to multiple ß-lactam antibiotics. Several genes putatively involved in the conjugative transfer were also identified on the plasmid. The strain CM6 is of high epidemiological concern because it not only displays resistance to multiple ß-lactam antibiotics but also to other kinds of antibiotics.

Human Immunodeficiency Virus/Hepatits C Virus Coinfection in Spain: Elimination Is Feasible, but the Burden of Residual Cirrhosis Will Be Significant.

BACKGROUND: We assessed the prevalence of antibodies against hepatitis C virus (HCV-Abs) and active HCV infection in patients infected with human immunodeficiency virus (HIV) in Spain in 2016 and compared the results with those of similar studies performed in 2002, 2009, and 2015. METHODS: The study was performed in 43 centers during October-November 2016. The sample was estimated for an accuracy of 2% and selected by proportional allocation and simple random sampling. During 2016, criteria for therapy based on direct-acting antiviral agents (DAA) were at least significant liver fibrosis, severe extrahepatic manifestations of HCV, and high risk of HCV transmissibility. RESULTS: The reference population and the sample size were 38904 and 1588 patients, respectively. The prevalence of HCV-Abs in 2002, 2009, 2015, and 2016 was 60.8%, 50.2%, 37.7%, and 34.6%, respectively (P trend <.001, from 2002 to 2015). The prevalence of active HCV in 2002, 2009, 2015, and 2016 was 54.0%, 34.0%, 22.1%, and 11.7%, respectively (P trend <.001). The anti-HCV treatment uptake in 2002, 2009, 2015, and 2016 was 23.0%, 48.0%, 59.3%, and 74.7%, respectively (P trend <.001). In 2016, HCV-related cirrhosis was present in 7.6% of all HIV-infected individuals, 15.0% of patients with active HCV, and 31.5% of patients who cleared HCV after anti-HCV therapy. CONCLUSIONS: Our findings suggest that with universal access to DAA-based therapy and continued efforts in prevention and screening, it will be possible to eliminate active HCV among HIV-infected individuals in Spain in the short term. However, the burden of HCV-related cirrhosis will continue to be significant among HIV-infected individuals.

The role of dopamine D2 receptors in the nucleus accumbens during taste-aversive learning and memory extinction after long-term sugar consumption.

The nucleus accumbens (NAcc) is a forebrain region that may significantly contribute to the integration of taste and visceral signals during food consumption. Changes in dopamine release in the NAcc have been observed during consumption of a sweet taste and during compulsive consumption of dietary sugars, suggesting that NAcc dopaminergic transmission is strongly correlated with taste familiarity and the hedonic value content. NAcc core and shell nuclei are differentially involved during and after sugar exposure and, particularly, previous evidence suggests that dopamine D2 receptors could be related with the strength of the latent inhibition (LI) of conditioned taste aversion (CTA), which depends on the length of the taste stimulus pre-exposure. Thus, the objective of this work was to evaluate, after long-term exposure to sugar, the function of dopaminergic D2 receptors in the NAcc core during taste memory retrieval preference test, and during CTA. Adult rats were exposed during 14days to 10% sugar solution as a single liquid ad libitum. NAcc core bilateral injections of D2 dopamine receptor antagonist, haloperidol (1µg/µL), were made before third preference test and CTA acquisition. We found that sugar was similarly preferred after 3 acute presentations or 14days of continued sugar consumption and that haloperidol did not disrupt this appetitive memory retrieval. Nevertheless, D2 receptors antagonism differentially affects aversive memory formation after acute or long-term sugar consumption. These results demonstrate that NAcc dopamine D2 receptors have a differential function during CTA depending on the degree of sugar familiarity.

Eficacia de las intervenciones para el tratamiento de la dislexia: una revisión / Effectiveness of interventions for the treatment of dyslexia: a review

En este informe se revisa la investigación que respalda distintas intervenciones para el tratamiento de la dislexia, concretamente los trabajos de síntesis, en especial síntesis de las mejores evidencias, revisiones sistemáticas o metaanálisis publicados sobre cada tipo de intervención. En los casos en que no se ha publicado ningún trabajo de síntesis o estos trabajos son antiguos, se hace una revisión de la investigación primaria. Los trabajos localizados indican que los métodos fonológicos de intervención en la dislexia, es decir, aquellos en los que se combina el entrenamiento en habilidades fonológicas con el conocimiento de las letras y la práctica de la lectura, están ampliamente respaldados por la investigación. En cambio, la investigación sobre otros sistemas es sumamente escasa, ofrece resultados contradictorios o indica que se trata de sistemas ineficaces. Las intervenciones que están en estas situaciones son: la integración auditiva, el entrenamiento auditivo con soporte informático, la terapia visual, las lentes tintadas, el entrenamiento perceptivo-motor, las técnicas quiroprácticas, la integración sensorial, el método Davis, el neurofeedback, la musicoterapia y la educación musical o las dietas y suplementos alimenticios. A partir de esta revisión se realizan las siguientes recomendaciones: promocionar las intervenciones de tipo fonológico para el tratamiento de la dislexia, no utilizar o recomendar intervenciones que no estén respaldadas por la investigación científica, que los métodos de intervención que no hayan probado su eficacia no reciban el nombre de «terapia» o «tratamiento», y la creación y difusión de una guía sobre intervención en dislexia basada en evidencias científicas (AU)

In this report the research that supports various interventions for the treatment of dyslexia is revised, specifically the works of synthesis, especially synthesis of best evidence, systematic reviews or meta-analyses published about each type of intervention. A review of primary research is made in cases in which no synthesis work has been published or where these works are old. Localised works indicate that the phonological methods of intervention in dyslexia, i.e. those in which training in phonological skills is combined with knowledge of letters and the practice of reading, are widely supported by research. However, research on other methods is either extremely scarce or it offers conflicting results or it leads to the conclusion that they are inefficient methods. Interventions in this situation are: the auditory integration, the auditory training with computer support, visual therapy, the tinted lenses, motor-perceptual training, chiropractic techniques, sensory integration, the Davis method, neurofeedback, music therapy and music education or diets and dietary supplements. Promotion of phonological interventions is recommended; it is necessary to avoid recommendations of intervention methods for dyslexia which are not supported by scientific research; methods of intervention that have not proven their effectiveness may not be presented as therapies or treatments; and the creation and distribution of a guide on intervention in dyslexia based on scientific evidence is recommended (AU)

Apuntes sobre la adquisición de la morfosintaxis del euskera en niños de 2 y medio a 5 años / Summary of Basque morphosyntax acquisition in children aged 2 and a half to 5 years

Se presenta la secuencia de adquisición de 3 aspectos del desarrollo morfosintáctico del euskera (morfología verbal, morfología de caso y oraciones complejas) desde los 2;6 a los 5;0 años. Dicha secuencia se obtuvo a partir de una investigación con un doble diseño, longitudinal-secuencial y transversal, utilizando como técnicas para la obtención de datos la observación en contexto natural y el paradigma experimental de la imitación elicitada, respectivamente. Los datos obtenidos en ambos estudios se cruzaron y se organizaron en tramos de 6 meses de edad, para establecer edades de emergencia y adquisición de los aspectos estudiados (AU)

This article aims to describe the acquisition sequence of three components of morphosyntactic development in the Basque language (verbal morphology, case morphology, and complex sentences) from the ages of 2.6 to 5.0 years. This sequence was obtained from a two-stage investigation: A first stage, with a longitudinal-sequential design, and a second stage, with a cross-sectional design. The data were obtained by observation in a natural context and the experimental paradigm of elicited imitation, respectively. The data obtained were pooled to establish the ages of emergence and acquisition of the three morphosyntactic components studied and were then organized into periods of 6 months of age to show the developmental sequence (AU)

Draft Genome Sequence of the Mercury-Resistant Bacterium Acinetobacter idrijaensis Strain MII, Isolated from a Mine-Impacted Area, Idrija, Slovenia.

We report here the first draft assembly for the genome of Acinetobacter idrijaensis strain MII, isolated from the Idrija mercury mine area (Slovenia). This strain shows a strikingly high tolerance to mercury, and the genome sequence shows genes involved in the mechanisms for heavy metal tolerance pathways and multidrug efflux pumps.

The simple view of reading in elementary school: a systematic review / La Concepción Simple de la Lectura en la Educación Primaria: una revisión sistemática

The simple view of reading (SVR) is a model that explains reading comprehension on the basis of two components: decoding and linguistic comprehension. The SVR model strongly influences current education practices, although its validity is still questioned. This review identified 56 studies on the three components of the SVR model in English-speaking children attending elementary school. A meta-analysis on these data showed that decoding and linguistic comprehension are moderately correlated, and that both decoding and linguistic comprehension are highly correlated with reading comprehension. Decoding and linguistic comprehension explain 50% of the variance of reading comprehension, and measurement error explains an additional 22%. Further research is needed to identify other variables that could predict reading comprehension after controlling for decoding and linguistic comprehension. Word reading accuracy was the assessment approach to decoding that best relates to reading comprehension. Various approaches to the assessment of linguistic comprehension produced similar results. In conclusion, reading comprehension is a more complex phenomenon than that described by the SVR model. However, decoding and linguistic comprehension, two variables that are simple to evaluate, provide a good approximation to reading comprehension measures for children in elementary school (AU)

La Concepción Simple de la Lectura (CSL) es un modelo que trata de explicar la comprensión lectora a partir de dos factores: la descodificación y la comprensión general del lenguaje. La CSL está teniendo una notable influencia en la práctica educativa aunque su validez aún se pone en duda. En esta revisión se identificaron cincuenta y seis investigaciones en las que se incluían los tres componentes de la CSL en alumnos de Educación Primaria hablantes de inglés. En el metanálisis de los datos obtenidos se encontró que había una correlación moderada entre descodificación y comprensión del lenguaje, y que ambas variables tenían una correlación alta con la comprensión lectora. La descodificación y la comprensión del lenguaje explicaban un 50% de la varianza de la comprensión lectora, y el error de medida explicaba un 22% adicional. Es necesaria más investigación sobre otras variables que puedan predecir la comprensión lectora tras controlar el efecto de la descodificación y la comprensión del lenguaje. La precisión en la lectura de palabras era la forma de evaluación de la descodificación que más se relacionaba con la comprensión lectora. Las distintas formas de medir la comprensión del lenguaje produjeron resultados similares. Se concluye que la comprensión lectora es un fenómeno más complejo que lo que se describe en la CSL. Sin embargo, la descodificación y la comprensión del lenguaje, que son variables fáciles de medir, permiten un buen acercamiento a la comprensión lectora de los alumnos de Educación Primaria (AU)