Contrasting Direct Instruction in Morphological Decoding and Morphological Inquiry-Analysis Interventions in Grade 3 Children With Poor Morphological Awareness.

We report on a school-based randomized control trial study comparing two morphological interventions with untaught controls: one focusing on direct instruction targeting print morphological decoding (direct decoding condition) and the other on inquiry-focused pedagogy using oral morphological analysis (inquiry-analysis condition). We identified 63 Grade 3 children with below-average morphological awareness following screening (from N = 163). This sub-sample showed average pseudoword decoding but poor language and word reading abilities. Following a 13-week supplemental intervention randomized within the 63 children, results showed a statistically significant main effect of intervention on standardized reading vocabulary measures at immediate post-test in the direct decoding condition. Pre-test morphological awareness moderated reading vocabulary effects for the untaught control group. Statistically significant moderation of growth in sentence comprehension at post- by pre-test morphological awareness was also evident in the inquiry-analysis condition. Universal screening for below-average morphological awareness followed by inquiry-based or direct instruction interventions focusing on the meaning dimensions of morphemes may be modestly efficacious for supporting reading vocabulary and sentence comprehension in such at risk learners, potentially aiding school-wide literacy improvement.

The N400 in readers with dyslexia: A systematic review and meta-analysis.

This systematic review and meta-analysis aimed to assess whether (i) significant differences exist in the N400 response to lexico-semantic tasks between typically developing (TD) readers and readers with dyslexia, and (ii) whether these differences are moderated by the modality of task presentation (visual vs. auditory), the type of task, age, or opaque orthography (shallow and transparent alphabets vs Chinese morpho-syllabary). Twenty studies were included in the meta-analysis, and the analysis did not demonstrate strong evidence of publication bias. An overall effect size of Hedge's g = 0.66, p < .001, was found between typically developing readers and readers with dyslexia. All moderators were found to be significant; larger effects were associated with visual modality (g = 0.692, p < .001), semantically incongruent sentence tasks (g = 0.948, p < .001), pseudowords/characters tasks (g = 0.971, p < .001), and orthography [Chinese (g = 1.015, p < .001) vs. alphabets (g = 0.539, p < .001)]. Analysis of reaction time showed Hedge's g = 1.613, p < .001. Results suggest that the N400 reliably differentiated between typically developing readers and readers with dyslexia. Implications for future research and practice are discussed.

Home and school interventions aided at-risk students' literacy during Covid-19: a longitudinal analysis.

We examined whether different parent- and teacher-related factors had an effect on at-risk children's reading development during the first six months of the Covid-19 pandemic. Seventy Grade 1 English-speaking Canadian children (28 females, 42 males; M age = 6.60, SD = 0.46) who were at-risk for reading difficulties were administered word and pseudoword reading, nonverbal IQ, and phonological awareness tasks before the school closures (February 2020; Time 1). Reading tasks were administered again when they returned to school in September 2020 (Time 2). In April-May 2020, their parents (n = 70) and teachers (n = 40) filled out a questionnaire on the home literacy environment and the frequency of teaching reading and providing reading materials, respectively. Results of multilevel regression analyses showed that children's reading enjoyment and home learning activities predicted both word and pseudoword reading at Time 2. Differentiation of instruction for struggling readers also predicted children's pseudoword reading at Time 2. These findings reinforce the important role of parents in their children's early reading development particularly when the typical agents of instruction (i.e., teachers) have less time and opportunities to interact with their students because of the pandemic.

Decoding and comprehension skills mediate the link between a small-group reading programme and English national literacy assessments.

BACKGROUND: Despite the fact that literacy instruction is a main focus of primary education, many children struggle to meet nationally set standards. AIMS: We aimed to test which components of a comprehensive reading programme (ABRACADABRA: https://eur03.safelinks.protection. OUTLOOK: com/?url=https%3A%2F%2Fdoi.org%2F10.1186%2FISRCTN18254678&data=04%7C01%7Cjanet.vousden%40ntu.ac.uk%7C880280e0b00749df855308d94068a0bb%7C8acbc2c5c8ed42c78169ba438a0dbe2f%7C1%7C0%7C637611640381216902%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=%2B4U9sGfofkyCPEY7lWz8n3TPoMOAeJMXyFwdhW6EpUw%3D&reserved=0) mediated the effect of the programme on nationally assessed literacy outcomes. SAMPLE: Following blind allocation, 516 Year 1 pupils from 40 schools were randomized to the programme group, and 908 Year 1 pupils, to a control condition. METHODS: Pupils in the programme completed 20 weeks of instruction in grapheme/phoneme knowledge, decoding, and comprehension. Control children received regular classroom instruction. RESULTS: Children in the programme group were significantly better at these taught skills after the programme finished (effect sizes: grapheme/phoneme knowledge, ß = .33, 95% CI [0.09-0.57]; decoding, ß = .26, 95% CI [0.09-0.43]; and comprehension, ß = .26, 95% CI [0.05-0.47]). Improvements in the programme group's decoding and comprehension skills fully mediated the improvements in national literacy assessments serving as a delayed post-test 12 months after the programme. Programme group pupils were 2.3 (95% CI [1.4-4.1]) times more likely to achieve/exceed the expected standard in reading, and 1.8 (95% CI [1.2-2.6]) times more likely to achieve/exceed the expected standard in writing due to an increase in the trained skills. CONCLUSIONS: These results provide strong evidence that a programme that incorporates decoding and comprehension instruction for typically developing beginning readers improves distal educational outcomes in reading and writing through increasing proficiencies targeted by the reading programme.

A Commentary on Bowers (2020) and the Role of Phonics Instruction in Reading.

Bowers (2020) reviewed 12 meta-analytic syntheses addressing the effects of phonics instruction, concluding that the evidence is weak to nonexistent in supporting the superiority of systematic phonics to alternative reading methods. We identify five issues that limit Bowers' conclusions: 1. Definition issues; 2. What is the right question? 3. The assumption of "phonics first"; and 4. Simplification of issues around systematic versus explicit phonics. We then go on to consider 5. Empirical issues in the data from meta-analyses, where Bowers misconstrues the positive effects of explicit phonics instruction. We conclude that there is consistent evidence in support of explicitly teaching phonics as part of a comprehensive approach to reading instruction that should be differentiated to individual learner needs. The appropriate question to ask of a 21st science of teaching is not the superiority of phonics versus alternative reading methods, including whole language and balanced literacy, but how best to combine different components of evidence-based reading instruction into an integrated and customized approach that addresses the learning needs of each child.

Feasibility, acceptability, and preliminary impact of telemedicine-administered cognitive behavioral therapy for adherence and depression among African American women living with HIV in the rural South.

Women living with HIV are disproportionally affected by depression and mental healthcare access. A pilot feasibility trial using videoconferencing compared cognitive behavioral therapy for antiretroviral therapy adherence and depression (N = 11) to supportive psychotherapy (N = 11). Participants completed 10-12 weekly therapy sessions and 6-month follow-up. Retention at 6 months was 95 percent. Depression symptoms significantly decreased in both arms; antiretroviral therapy adherence remained high as measured via self-report and Wisepill. Satisfaction with intervention components was high; videoconferencing was highly acceptable and comparable to face-to-face counseling. This study demonstrates the feasibility of telemedicine-administered psychotherapy addressing mental health needs among women living with HIV.

Teaching Grapheme-Phoneme Correspondences Using a Direct Mapping Approach for At-Risk Second Language Learners: A Randomized Controlled Trial.

Reading interventions developed to teach grapheme-phoneme correspondences (GPCs) were evaluated among L2 at-risk readers. In the direct mapping of grapheme (DMG) condition, children's attention was explicitly drawn to the application of a graphemes taught on that day to shared reading of words in authentic text. In the control condition there was no such systematic daily linkage of the GPCs and texts. The two reading interventions were otherwise identical. Two hundred fifty-three Chinese Grade 1 and Grade 2 students were screened, and those who scored in the bottom 30% of an English word-reading test were identified as L2 at-risk readers. Seventy-one L2 at-risk readers were thus randomly assigned to two conditions, both of which were small-group reading interventions: (a) DMG or (b) taught control. We hypothesized a significant main effect of Intervention condition and significant interaction of Intervention by Phonological Awareness (PA) effects on word reading, word attack, spelling, and sentence comprehension favoring the DMG intervention. Results showed that predicted interaction effects were significant for word reading, spelling, and sentence comprehension. No other effects were significant. Results suggest that the daily Direct Mapping of taught GPCs to shared book reading promotes reading development in at-risk English L2 readers with stronger phonological skills.

ActEarly: a City Collaboratory approach to early promotion of good health and wellbeing.

Economic, physical, built, cultural, learning, social and service environments have a profound effect on lifelong health. However, policy thinking about health research is dominated by the 'biomedical model' which promotes medicalisation and an emphasis on diagnosis and treatment at the expense of prevention. Prevention research has tended to focus on 'downstream' interventions that rely on individual behaviour change, frequently increasing inequalities. Preventive strategies often focus on isolated leverage points and are scattered across different settings. This paper describes a major new prevention research programme that aims to create City Collaboratory testbeds to support the identification, implementation and evaluation of upstream interventions within a whole system city setting. Prevention of physical and mental ill-health will come from the cumulative effect of multiple system-wide interventions. Rather than scatter these interventions across many settings and evaluate single outcomes, we will test their collective impact across multiple outcomes with the goal of achieving a tipping point for better health. Our focus is on early life (ActEarly) in recognition of childhood and adolescence being such critical periods for influencing lifelong health and wellbeing.

On the formation of phosphorous polycyclic aromatics hydrocarbons (PAPHs) in astrophysical environments.

The formation of phosphorous-containing polycyclic aromatic hydrocarbons (PAPHs) in astrophysical contexts is proposed and analyzed by means of computational methods [B3LYP-D3BJ/ma-def2-TZVPP, MP2-F12, CCSD-F12b and CCSD(T)-F12b levels of theory]. A "bottom-up" approach based on a radical-neutral reaction scheme between acetylene (C2H2) and the CP radical was used investigating: (a) the synthesis of the first PAPH (C5H5P) "phosphinine"; (b) PAPH growth by addition of C2H2 to the C5H4P radical; (c) PAPH synthesis by addition reactions of one CP radical and nC2H2 to a neutral PAH. Results show: (I) the formation of the phosphinine radical has a strong thermodynamic tendency (-133.3 kcal mol-1) and kinetic barriers ≤5.4 kcal mol-1; (II) PAPH growth by nC2H2 addition on the radical phosphinine easily and exothermically produces radicals (1a- or 1-phospha-naphtalenes with kinetic barriers ≤7.1 kcal mol-1 and reaction free energies ≤-102.5 kcal mol-1); (III) the addition of a single CP + nC2H2 to a neutral benzene generates a complex chemistry where the main product is 2-phospha-naphtalene; (IV) because of the CP radical character, its barrierless addition to a PAH produces a resonant stabilized PAPH, becoming excellent candidates for addition reactions with neutral or radical hydrocarbons and PAHs; (V) the same energy trend between all four levels of theory continues a well-calibrated computational protocol to analyze complex organic reactions with astrochemical interest using electronic structure theory.

A method for developing organisation-wide manual handling based physical employment standards in a military context.

The benefit of job-related employment standards in physically demanding occupations are well known. A number of methodological frameworks have been established to guide the development of physical employment standards for single job functions. In the case of an organisation comprised of multiple and diverse employment specialisations, such as the Australian Army, it is impractical to develop unique employment standards for each occupation. OBJECTIVES: To present an approach to organisational level physical employment standards development that seeks to retain occupationally specific task characteristics by applying a movement cluster approach. DESIGN: Structured methodological overview. METHODS: An outline of the research process used in performing job tasks analysis are presented, including the identification, quantification and characterisation, and verification of physically demanding manual handling tasks. The methodology used to filter task information collected from this job analyses to group manual handling tasks with similar characteristics (termed clusters), across a range of employment specialisations is given. Finally, we provide examples of test development based on these key manual handling clusters to develop a limited suite of tests with high content, criterion and face validity that may be implementable across a large organisation. RESULTS: Job task analysis was performed on 57 employment specialisations, identifying 458 tasks that were grouped into 10 movement based clusters. The rationalisation of criterion tasks through clustering informed the development of a limited suite of tests with high content, criterion and face validity that may be implementable across a large organisation. CONCLUSION: This approach could be applied when developing physical employment standards across other multi-occupation organisations.

Prolonged running increases knee moments in sidestepping and cutting manoeuvres in sport.

OBJECTIVES: To investigate how knee kinematics, kinetics and loading changes during sidestepping tasks following a prolonged running protocol performed in a laboratory setting. DESIGN: All participants performed sidestepping, and crossover cutting tasks in a randomised order before and after a 60min running protocol on a non-motorised treadmill that simulated an AF game. METHODS: Eight healthy male participants who partook in semi-professional and amateur Australian Football undertook a series of straight line runs, sidestepping (SS), and crossover cutting (XO) tasks before and after a simulated game of Australian football. Kinematic data were analysed at initial foot contact of the SS and XO manoeuvres and kinetic data were analysed during the weight acceptance phase of the stance. RESULTS: The knee was significantly more flexed at foot contact following fatigue compared to pre-fatigue states. Fatigue was also a factor contributing to significant increases in internal knee extension moments. Significant differences were also observed between SS and XO trials with flexion/extension moments, with notable differences in varus/valgus and internal/external rotation moments. CONCLUSIONS: Acute angles of knee flexion at foot strike in a fatigued state may place the joint at an increased risk of injury. Increases in knee extension moments in the fatigued state suggests the knee joint must withstand significantly high stresses once fatigued.

Animal Models for Tendon Repair Experiments: A Comparison of Pig, Sheep and Human Deep Flexor Tendons in Zone II.

BACKGROUND: This laboratory study compared pig, sheep and human deep flexor tendons in regards to their biomechanical comparability. METHODS: To investigate the relevant biomechanical properties for tendon repair experiments, the tendons resistance to cheese-wiring (suture drag/splitting) was assessed. Cheese-wiring of a suture through a tendon is an essential factor for repair gapping and failure in a tendon repair. RESULTS: Biomechanical testing showed that forces required to pulling a uniform suture loop through sheep or pig tendons in Zone II were higher than in human tendons. At time point zero of testing these differences did not reach statistical significance, but differences became more pronounced when forces were measured beyond initial cheese-wiring (2 mm, 5 mm and 10 mm). The stronger resistance to cheese-wiring was more pronounced in the pig tendons. Also regarding size and histology, sheep tendons were more comparable to human tendons than pig tendons. CONCLUSIONS: Differences in tendon bio-properties should be kept in mind when comparing and interpreting the results of laboratory tendon experiments.

Predicting writing development in dual language instructional contexts: exploring cross-linguistic relationships.

This study examined whether decoding and linguistic comprehension abilities, broadly defined by the Simple View of Reading, in grade 1 each uniquely predicted the grade 6 writing performance of English-speaking children (n = 76) who were educated bilingually in both English their first language and French, a second language. Prediction was made from (1) English to English; (2) French to French; and (3) English to French. Results showed that both decoding and linguistic comprehension scores predicted writing accuracy but rarely predicted persuasive writing. Within the linguistic comprehension cluster of tests, Formulating Sentences was a strong consistent within- and between-language predictor of writing accuracy. In practical terms, the present results indicate that early screening for later writing ability using measures of sentence formulation early in students' schooling, in their L1 or L2, can provide greatest predictive power and allow teachers to differentiate instruction in the primary grades. Theoretically, the present results argue that there are correlations between reading-related abilities and writing abilities not only within the same language but also across languages, adding to the growing body of evidence for facilitative cross-linguistic relationships between bilinguals' developing languages.

Social comparison, competition and teacher-student relationships in junior high school classrooms predicts bullying and victimization.

This cross-sectional research examines how social comparison, competition and teacher-student relationships as classroom characteristics are associated with bullying and victimization among junior high school students in grades 7 and 8 in Canada. The study tests a conceptual model of youth outcomes that highlights the importance of modeling the effects of teaching practices as proximal structural conditions at the classroom level (N = 38) that affect bullying outcomes at the individual level (N = 687). Results of Hierarchal linear modeling (HLM) revealed significant classroom-level effects in that increased social comparison, competition and teacher-student relationships were related to bullying and victimization. An interaction for teacher-student relationships and gender also emerged. These findings may guide future intervention programs for junior high schools that focus on enhancing cooperation and pro-social behavior in classrooms. The findings could also inform programs that focus on building strong relationships between students and teachers to help prevent bullying and victimization, particularly among boys.

Predicting Endurance Time in a Repetitive Lift and Carry Task Using Linear Mixed Models.

OBJECTIVES: Repetitive manual handling tasks account for a substantial portion of work-related injuries. However, few studies report endurance time in repetitive manual handling tasks. Consequently, there is little guidance to inform expected work time for repetitive manual handling tasks. We aimed to investigate endurance time and oxygen consumption of a repetitive lift and carry task using linear mixed models. METHODS: Fourteen male soldiers (age 22.4 ± 4.5 yrs, height 1.78 ± 0.04 m, body mass 76.3 ± 10.1 kg) conducted four assessment sessions that consisted of one maximal box lifting session and three lift and carry sessions. The relationships between carry mass (range 17.5-37.5 kg) and the duration of carry, and carry mass and oxygen consumption, were assessed using linear mixed models with random effects to account for between-subject variation. RESULTS: Results demonstrated that endurance time was inversely associated with carry mass (R2 = 0.24), with significant individual-level variation (R2 = 0.85). Normalising carry mass to performance in a maximal box lifting test improved the prediction of endurance time (R2 = 0.40). Oxygen consumption presented relative to total mass (body mass, external load and carried mass) was not significantly related to lift and carry mass (ß1 = 0.16, SE = 0.10, 95%CI: -0.04, 0.36, p = 0.12), indicating that there was no change in oxygen consumption relative to total mass with increasing lift and carry mass. CONCLUSION: Practically, these data can be used to guide work-rest schedules and provide insight into methods assessing the physical capacity of workers conducting repetitive manual handling tasks.

Parent Scaffolding of Young Children When Engaged with Mobile Technology.

Shared parent-child experiences while engaged with an iPad(TM) were examined to determine if and then how parents interact with their children when using mobile digital devices. In total, 104 parent-child dyads participated in an observation session where parent-child interactions using the touchscreen tablet device were video recorded in order to observe first-hand the supports and exchanges between parent and child (age range 46.21-75.9 months). Results indicate that parents provide a great deal of support to their children while interacting with the touchscreen tablet device including verbal, emotional-verbal, physical and emotional-physical supports. The types of support offered did not differ as a function of parent gender or experience with mobile devices (users versus non-users). Overall, parents rated their own experience engaging with the touchscreen tablet and that of their child's positively. Additional survey measures assessed parents' perceptions of their child's technology use and attitudes regarding optimal ages and conditions for introducing and using technology. Most parents indicated a preference for very early introduction to mobile technologies. Implications of these findings are discussed.

A Box Lift and Place Assessment is Related to Performance of Several Military Manual Handling Tasks.

Soldiers undergo regular physical testing to assess their functional capacity. However, current physical tests, such as push-ups, sit-ups, and pull-ups, do not necessarily assess job-specific physical capability. This article assesses the utility of generic predictive tests and a task-related predictive test in predicting performance against four job-critical military manual handling tasks. The box lift and place test was found to be the superior predictor in performance of four job tasks; a pack lift and place (R(2) = 0.76), artillery gunner loading simulation (R(2) = 0.36), bombing up an M1 tank simulation, (R(2) = 0.47) and a bridge building simulation (R(2) = 0.63). Pull-ups and push-ups were poor predictors of performance in the majority of job tasks. Although the box lift and place had a larger correlation with the artillery gunner loading task than the generic assessment, it only accounted for 36% of the variance, indicating that a task simulation may be more appropriate to assess soldiers' capacity to perform this job task. These results support the use of a box lift and place rather than generic fitness tests for the evaluation of military manual handling tasks.

History and Nomenclature of Multistrand Repairs in Digital Flexor Tendons.

Multistrand core suture repairs have become the mainstay of digital flexor tendon repair in recent decades. Here we briefly describe the history of the development of these multistrand repair methods and their correct nomenclature. A historical account, their evolution, the correct use of nomenclature, and some technical points are reviewed.