Intravitreal Antibiotics versus Early Vitrectomy plus Intravitreal Antibiotics for Post-Injection Endophthalmitis: an IRIS® Registry (Intelligent Research in Sight).

PURPOSE: To determine if intravitreal injection of antibiotics alone versus early pars plana vitrectomy (PPV) plus injection of intravitreal antibiotics predicted better or worse visual outcomes for patients with endophthalmitis after anti-vascular endothelial growth factor (anti-VEGF) injections. DESIGN: Retrospective cohort study PARTICIPANTS: Patients developing endophthalmitis after receiving an intravitreal anti-VEGF injection from the American Academy of Ophthalmology IRIS® Registry between 2016 and 2020. METHODS: Inclusion criteria were endophthalmitis diagnosis within 1 to 28 days after anti-VEGF injection and a recorded visual acuity (VA) at baseline, on the day of diagnosis, and post-treatment. Patients in the Injection Only group underwent intravitreal injection of antibiotics alone and in the Early Vitrectomy group received PPV with intravitreal antibiotics or intravitreal injection followed by PPV within 2 days of diagnosis. Patients were excluded if they had cataract surgery during the study, intravitreal steroids before endophthalmitis, or intermediate/posterior uveitis or cystoid macular edema. The study created a 1:1 matched cohort using Mahalanobis Distance Matching, accounting for the differences in VA at baseline and diagnosis. MAIN OUTCOME MEASURES: Post-treatment logMAR VA RESULTS: 1,044 patients diagnosed with post-injection endophthalmitis met the inclusion and exclusion criteria. In the unmatched cohort, there were 935 patients in the Injection Only and 109 in the Early Vitrectomy group. In 1:1 matched cohort 218 patients (109 in each group) were included; the median logMAR VAs were 0.32 [20/40-20/50] at baseline, 0.88 [∼20/150] at diagnosis, and 0.57 [20/70-20/80] post-treatment. There were no statistically significant differences in the visual outcomes between the two matched treatment groups (b = 0.05, p = 0.23); including the subgroup of patients with VA worse than 1.0 logMAR (b = 0.05, p = 0.452). CONCLUSIONS: There was no significant difference in final VA outcomes between patients receiving Injection Only and those treated with Early Vitrectomy for post-injection endophthalmitis. The findings support the use of either treatment strategy.

Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades.

We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The model of reading engagement intervention underscores thematic lessons that provide an intellectual structure for helping students connect new learning to a general schema in Grade 1 (animal survival), Grade 2 (scientific investigation of past events like dinosaur mass extinctions), and Grade 3 (scientific investigation of living systems). A total of 30 elementary schools (N = 2,870 students) were randomized to a treatment or control condition. In the treatment condition (i.e., full spiral curriculum), students participated in content literacy lessons from Grades 1 to 3 during the school year and wide reading of thematically related informational texts in the summer following Grades 1 and 2. In the control condition (i.e., partial spiral curriculum), students participated in lessons in only Grade 3. The Grade 3 lessons for both conditions were implemented online during the COVID-19 pandemic school year. Results reveal that treatment students outperformed control students on science vocabulary knowledge across all three grades. Furthermore, intent-to-treat analyses revealed positive transfer effects on Grade 3 science reading (ES = .14), domain-general reading comprehension (ES = .11), and mathematics achievement (ES = .12). Treatment impacts were sustained at 14-month follow-up on Grade 4 reading comprehension (ES = .12) and mathematics achievement (ES = .16). Findings indicate that a content literacy intervention that spirals topics and vocabulary across grades can improve students' long-term academic achievement outcomes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Modeling item-level heterogeneous treatment effects: A tutorial with the glmer function from the lme4 package in R.

Recent advancements in education scholarship have introduced Item Response Theory (IRT) models to address treatment heterogeneity at the assessment item level. These models for item-level heterogeneous treatment effects (IL-HTE) enable detailed analyses of treatments that may have varying impacts on individual items within an assessment. This article offers a comprehensive tutorial for applied researchers interested in implementing IL-HTE analysis in R, utilizing the lme4 package. Using empirical data from a second-grade reading comprehension assessment as a running example, this tutorial emphasizes model-building strategies, interpretation techniques, visualization methods, and extensions. By following this tutorial, researchers will gain practical insights into utilizing IL-HTE analysis for enhanced understanding and interpretation of treatment effects at the item level.

The COVID-19 impact on reading achievement growth of Grade 3-5 students in a U.S. urban school district: variation across student characteristics and instructional modalities.

The current study aimed to explore the COVID-19 impact on reading achievement growth by Grade 3-5 students in a large urban school district in the U.S. and whether the impact differed by students' demographic characteristics and instructional modality. Specifically, using administrative data from the school district, we investigated to what extent students made gains in reading during the 2020-2021 school year relative to the pre-COVID-19 typical school year in 2018-2019. We further examined whether the effects of students' instructional modality on reading growth varied by demographic characteristics. Overall, students had lower average reading achievement gains over the 9-month 2020-2021 school year than the 2018-2019 school year with a learning loss effect size of 0.54, 0.27, and 0.28 standard deviation unit for Grade 3, 4, and 5, respectively. Substantially reduced reading gains were observed from Grade 3 students, students from high-poverty backgrounds, English learners, and students with disabilities. Additionally, findings indicate that among students with similar demographic characteristics, higher-achieving students tended to choose the fully remote instruction option, while lower-achieving students appeared to opt for in-person instruction at the beginning of the 2020-2021 school year. However, students who received in-person instruction most likely demonstrated continuous growth in reading over the school year, whereas initially higher-achieving students who received remote instruction showed stagnation or decline, particularly in the spring 2021 semester. Our findings support the notion that in-person schooling during the pandemic may serve as an equalizer for lower-achieving students, particularly from historically marginalized or vulnerable student populations.