Diagnostic accuracy of Spanish and English screeners with Spanish and English criterion measures for bilingual students in Grades 1 and 2.

The purpose of this study was to examine the diagnostic accuracy of English and Spanish language screeners when predicting reading comprehension outcomes in both languages at the end of Grade 1 and Grade 2. Participants were 1221 Latino/a bilingual students in Grade 1 and 1004 in Grade 2 who were attending bilingual programs in the Pacific Northwest and in Texas. We used ROC curve analyses to calculate the area under the curve (AUC; A) for each measure. The decision thresholds we selected resulted in 71% of all comparisons having accuracy of at least 0.75. Letter naming, decoding, and oral reading fluency in Spanish were accurate in predicting reading risk on criterion measures in Spanish and in English in Grades 1 and 2 (A value of 0.75 or above). English screeners, however, only predicted reading risk on the English criterion measure, but not on the Spanish criterion measure, with a few exceptions. Implications for practice and future research are discussed.

Differences in Growth Reading Patterns for at-Risk Spanish-Monolingual Children as a Function of a Tier 2 Intervention.

The present study compares the patterns of growth of beginning reading skills (i.e., phonemic awareness, phonics, fluency, vocabulary and comprehension) of Spanish speaking monolingual students who received a Tier 2 reading intervention with students who did not receive the intervention. All the students in grades K-2 were screened at the beginning of the year to confirm their risk status. A quasi-experimental longitudinal design was used: the treatment group received a supplemental program in small groups of 3 to 5 students, for 30 minutes daily from November to June. The control group did not receive it. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted and differences on growth rate were found in vocabulary in kindergarten (p < .001; variance explained = 77.0%), phonemic awareness in kindergarten (p < .001; variance explained = 43.7%) and first grade (p < .01; variance explained = 15.2%), and finally we also find significant growth differences for second grade in oral reading fluency (p < .05; variance explained = 15.1%) and retell task (p < .05; variance explained = 14.5%). Children at risk for reading disabilities in Spanish can improve their skills when they receive explicit instruction in the context of Response to Intervention (RtI). Findings are discussed for each skill in the context of implementing a Tier 2 small group intervention within an RtI approach. Implications for practice in the Spanish educational context are also discussed for children who are struggling with reading.

Feasibility of Focused Beam Reflectance Measurement (FBRM) for Analysis of Pharmaceutical Suspensions in Preclinical Development.

This study examined the use of focused beam reflectance measurement (FBRM) for qualitative and quantitative analysis of pharmaceutical suspensions with particular application to toxicology supply preparations for use in preclinical studies. Aqueous suspensions of ibuprofen were used as prototype formulations. Initial experiments were conducted to examine the effects of operational conditions including FBRM probe angle, probe location, and mixing (method and rate of mixing) on the FBRM analysis. Once experimental conditions were optimized, the homogeneity and sedimentation-redispersion of particles in the suspensions were assessed. Ibuprofen suspension under continuous agitation was monitored using FBRM for 60 h to study particle size change over time. Another study was performed to determine if particle count rates obtained by FBRM could be correlated to suspension concentration. The location and the angle of the FBRM probe relative to the beaker contents, and the rate and the method of mixing the suspension were found to be sensitive parameters during FBRM analysis. FBRM was able to monitor the process of particle sedimentation in the suspension. The attrition of ibuprofen particles was detectable by FBRM during prolonged stirring with an increase in the number of smaller particles and decrease in the number of larger particles. A strong correlation was observed between particle count rate by FBRM and ibuprofen concentration in the suspension. Also, change in content uniformity in the suspension at different locations of the beaker was represented by FBRM particle count. Overall, FBRM has potential to be a useful tool for qualitative and quantitative analysis of pharmaceutical suspensions.

Differences in growth reading patterns for at-risk Spanish-monolingual children as a function of a tier 2 Intervention

The present study compares the patterns of growth of beginning reading skills (i.e., phonemic awareness, phonics, fluency, vocabulary and comprehension) of Spanish speaking monolingual students who received a Tier 2 reading intervention with students who did not receive the intervention. All the students in grades K-2 were screened at the beginning of the year to confirm their risk status. A quasi-experimental longitudinal design was used: the treatment group received a supplemental program in small groups of 3 to 5 students, for 30 minutes daily from November to June. The control group did not receive it. All students were assessed three times during the academic year. A hierarchical linear growth modeling was conducted and differences on growth rate were found in vocabulary in kindergarten (p < .001; variance explained = 77.0%), phonemic awareness in kindergarten (p < .001; variance explained = 43.7%) and first grade (p < .01; variance explained = 15.2%), and finally we also find significant growth differences for second grade in oral reading fluency (p < .05; variance explained = 15.1%) and retell task (p < .05; variance explained = 14.5%). Children at risk for reading disabilities in Spanish can improve their skills when they receive explicit instruction in the context of Response to Intervention (RtI). Findings are discussed for each skill in the context of implementing a Tier 2 small group intervention within an RtI approach. Implications for practice in the Spanish educational context are also discussed for children who are struggling with reading (AU)

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Vocabulary development and intervention for English learners in the early grades.

The purpose of this chapter is to describe the vocabulary development and promising, evidence-based vocabulary interventions for English learners (ELs) from preschool through second grade. To achieve this purpose, we have taken six steps. First, we describe the elements of language development in the native language (L1) and a second language (L2) and how these elements relate to three phases of reading development (i.e., the prereading phase, the learning to read phase, and the reading to learn phase). We contend that in order for ELs to succeed in school, they need a strong language foundation prior to entering kindergarten. This language foundation needs to continue developing during the "learning to read" and "reading to learn" phases. Second, we describe the limitations of current practice in preschool for ELs related to vocabulary instruction and to family involvement to support children's language development. Third, we report curricular challenges faced by ELs in early elementary school, and we relate these challenges to the increase in reading and language demands outlined in the Common Core State Standards (CCSS). Specific language activities that can help meet some of the demands are provided in a table. Fourth, we synthesize the research on evidence-based vocabulary instruction and intervention and discuss implications for practice with ELs. Fifth, we describe two intervention projects under development that have the potential to improve EL vocabulary and language proficiency in the early grades. We conclude with a summary of the chapter and provide additional resources on the topic.

Effects of a paired bilingual reading program and an English-only program on the reading performance of English learners in Grades 1-3.

This longitudinal study examined the effects of a paired bilingual program and an English-only reading program on English reading outcomes for Spanish-speaking English learners (ELs) in first, second, and third grades. Participants were 214 ELs enrolled in first grade in 12 high-poverty, low-achieving schools at the beginning of the study. Results of piecewise growth modeling analysis indicated that ELs in the paired bilingual group made more growth on oral reading fluency in English than ELs in the English-only group across all grades. Conversely, regression analysis revealed that the difference in reading comprehension outcomes between these two groups was not statistically significant in first and third grades, independent of risk category, whereas in second-grade, at-risk ELs in the paired bilingual group had statistically significant higher scores in reading comprehension than ELs in the English-only group (d = +0.51). In general, ELs at risk for reading difficulties appeared to benefit more from the paired bilingual program than ELs with moderate or low-risk for reading difficulties. Implications of findings to advance theory and practice on the most effective program to teach reading to ELs are discussed.

Methodology matters: IVF versus ICSI and embryonic gene expression.

The use of assisted reproduction treatment, especially intracytoplasmic sperm injection (ICSI), is now linked to a range of adverse consequences, the aetiology of which remains largely undefined. Our objective of this study was to determine differences in gene expression of blastocysts generated by ICSI as well as ICSI with artificial oocyte activation (ICSI-A) versus the less manipulative IVF, providing fundamental genetic information that can be used to aid in the diagnosis or treatment of those adversely affected by assisted reproduction treatment, as well as stimulate research to further refine these techniques. Murine blastocysts were generated by ICSI, ICSI-A and IVF, and processed for a microarray-based analysis of gene expression. Ten blastocysts were pooled for each procedure and three independent replicates generated. The data were then processed to determine differential gene expression and to identify biological pathways affected by the procedures. In blastocysts derived by ICSI versus IVF, the expression of 197 genes differed (P < 0.01). In blastocysts derived by ICSI-A versus IVF and ICSI-A versus ICSI, the expression of 132 and 65 genes differed respectively (P < 0.01). Procedural-induced changes in genes regulating specific biological pathways revealed some consistency to known adverse consequences. Detailed investigation of procedure-specific dysfunction is therefore warranted.

Effect of initial status and growth in pseudoword reading on Spanish reading comprehension at the end of first grade.

This study analyzes the effect of initial status and growth in Spanish pseudoword reading in kindergarten and first grade on reading comprehension in Spanish at the end of first grade. One hundred and sixty-eight Spanish-speaking English learners who were learning to read in Spanish and English in the United States participated in the study. Results of hierarchical linear modeling indicate that students grew, on average, by 95 letter-sounds in Spanish from the middle of kindergarten to the end of first grade. Structural equation modeling indicated that 53% of the variance in Spanish reading comprehension at the end of first grade was explained by Spanish initial status on pseudoword reading, Spanish kindergarten overall reading performance, and growth in Spanish pseudoword reading. Findings are important in a Response to Intervention approach where screening and progress monitoring of pseudoword reading helps educators determine the level of support beginning readers need to acquire the alphabetic principle, an important skill that contributes substantially to Spanish reading comprehension.

Effect of initial status and growth in pseudoword reading on Spanish reading comprehension at the end of first grade / Efecto del estado inicial y progreso en lectura de pseudopalabras sobre la comprensión lectora en español al finalizar el primer grado

This study analyzes the effect of initial status and growth in Spanish pseudoword reading in kindergarten and fi rst grade on reading comprehension in Spanish at the end of first grade. One hundred and sixtyeight Spanish-speaking English learners who were learning to read in Spanish and English in the United States participated in the study. Results of hierarchical linear modeling indicate that students grew, on average, by 95 letter-sounds in Spanish from the middle of kindergarten to the end of first grade. Structural equation modeling indicated that 53% of the variance in Spanish reading comprehension at the end of first grade was explained by Spanish initial status on pseudoword reading, Spanish kindergarten overall reading performance, and growth in Spanish pseudoword reading. Findings are important in a Response to Intervention approach where screening and progress monitoring of pseudoword reading helps educators determine the level of support beginning readers need to acquire the alphabetic principle, an important skill that contributes substantially to Spanish reading comprehension(AU)

Este estudio analiza el efecto del estado inicial y progreso en lectura de pseudopalabras en niños españoles de Educación Infantil y primer grado sobre la comprensión lectora al finalizar el primer grado. Ciento sesenta y ocho estudiantes de habla española que estaban aprendiendo a leer en español e inglés en los Estados Unidos participaron en el estudio. Los resultados del modelo jerárquico lineal indican que los estudiantes alcanzaron un promedio de aprendizaje de 95 sonidos de letras en español desde la mitad del jardín de infantes hasta finalizar el primer grado. Modelos de ecuaciones estructurales indicó que al finalizar el primer grado el 53% de la varianza en comprensión lectora de español se explica por el estado inicial de lectura de pseudopalabras, el rendimiento global de lectura en español en el período de Educación Infantil, y el progreso en lectura de pseudopalabras en español. Los hallazgos son importantes y con implicaciones para un modelo de respuesta a la intervención ya que tanto en la detección como en el seguimiento el control de los avances que se producen en la lectura de pseudopalabras ayudaría a los profesores a determinar el nivel de apoyo que necesitan los lectores principiantes para adquirir el principio alfabético, una habilidad importante que contribuye sustancialmente a la comprensión lectora en español (AU)

Comparative performance of herpes simplex virus type 1-specific serologic assays from MRL and Meridian Diagnostics.

Two companies, MRL and Meridian Diagnostics, have developed Food and Drug Administration-approved herpes simplex virus type 1 type-specific enzyme immunoassays. The sensitivity, specificity, and overall testing efficiency of these assays were 98.2, 93.8, and 96.6% for MRL and 98.8, 99.0, and 98.1% for Meridian, making both of these kits suitable for use in the clinical lab.