International Perspectives on Understanding and Improving Teachers' Data-Based Instruction and Decision Making: Introduction to the Special Series.

This article serves as an introduction to the special series, Data-Based Instruction and Decision-Making: An International Perspective. In this series, we bring together international researchers from both special and general education to address teachers' use (or non-use) of data for instructional decision making. Via this special series, we aim to increase understanding of the challenges involved in teachers' data-based instructional decision making for students with or at-risk for learning disabilities, and to further the development of approaches for improving teachers' ability to plan, adjust, and adapt instruction in response to data.

A Systematic Review of CBM Professional Development Materials: Are Teachers Receiving Sufficient Instruction in Data-Based Decision-Making?

The purpose of this study was to examine the amount of attention devoted to data-based decision-making in Curriculum-Based Measurement (CBM) professional development materials. Sixty-nine CBM instructional sources were reviewed, including 45 presentations, 22 manuals, and two books. The content of the presentations and manuals/books was coded into one of four categories: (a) general CBM information, (b) conducting CBM, (c) data-based decision-making, and (d) other. Results revealed that only a small proportion of information in the CBM instructional materials was devoted to data-based decision-making (12% for presentations and 14% for manuals/books), and that this proportion was significantly smaller than (a) that devoted to other instructional topics, (b) that expected were information to be equally distributed across major instructional topics, and (c) that recommended by experienced CBM trainers. Results suggest a need for increased attention to data-based decision-making in CBM professional development.

Reading Pictures for Story Comprehension Requires Mental Imagery Skills.

We examined the role of mental imagery skills on story comprehension in 150 fifth graders (10- to 12-year-olds), when reading a narrative book chapter with alternating words and pictures (i.e., text blocks were alternated by one- or two-page picture spreads). A parallel group design was used, in which we compared our experimental book version, in which pictures were used to replace parts of the corresponding text, to two control versions, i.e., a text-only version and a version with the full story text and all pictures. Analyses showed an interaction between mental imagery and book version: children with higher mental imagery skills outperformed children with lower mental imagery skills on story comprehension after reading the experimental narrative. This was not the case for both control conditions. This suggests that children's mental imagery skills significantly contributed to the mental representation of the story that they created, by successfully integrating information from both words and pictures. The results emphasize the importance of mental imagery skills for explaining individual variability in reading development. Implications for educational practice are that we should find effective ways to instruct children how to "read" pictures and how to develop and use their mental imagery skills. This will probably contribute to their mental models and therefore their story comprehension.

Reading enjoyment amongst non-leisure readers can affect achievement in secondary school.

This study aimed to evaluate determinants of differences in leisure reading behavior and school achievement. We specifically examined reading enjoyment, mental imagery, and sex as predictors in a large, age-homogeneous sample of Dutch secondary school students (N = 1,071). Results showed that the prevalence of leisure reading was low in both the lower, pre-vocational track (19.5%) and the higher, pre-academic track (32.5%). Boys read even less than girls. Almost all leisure readers enjoyed reading and engaged in mental imagery, i.e., the propensity "to see images" of a written story in the mind's eye. Overall, boys who did not like to read for leisure had the poorest school performance. Non-leisure readers who reported that they enjoyed reading got higher school grades in the higher educational track. In the lower track, this was the case for girls. Our study findings imply that reading promotion programs should take into account individual differences in sex, achievement level, and reading enjoyment when aiming to decrease the academic achievement gap.

Pelvic floor muscle training for urinary incontinence: a comparison of outcomes in premenopausal versus postmenopausal women.

OBJECTIVES: Previous studies examining the effectiveness of pelvic floor muscle training (PFMT) for urinary incontinence in premenopausal and postmenopausal women have shown ambiguous results. The aim of this study was to compare subjective PFMT outcome in premenopausal versus postmenopausal women. METHODS: This is a retrospective study including premenopausal and postmenopausal women after PFMT for urodynamically proven stress urinary incontinence, mixed urinary incontinence, or urgency urinary incontinence from January 2003 to December 2008, with assessment of the need of an incontinence surgery in a follow-up time of least 24 months. Patients evaluated the change of their urinary incontinence on a 4-point Likert scale (1, no improvement; 2, slightly better; 3, no relevant incontinence; 4, excellent outcome; no incontinence at all) and their goal attainment on a 3-point Likert scale (1, less than expected; 2, as expected; and 3, more than expected). RESULTS: Successful outcome was reported by 59% of the premenopausal patients and 70% of the postmenopausal patients (P = 0.16), the attainment of the subjective goal by 68% and 81% (P = 0.09), and the need of an incontinence operation in a follow-up of 30 to 102 months by 15% and 14% (P = 1.0), respectively. None of the outcome parameters reached significance. CONCLUSIONS: In comparing premenopausal to postmenopausal women, we could not detect any statistically significant difference with regard to patients' satisfaction for the outcome of PFMT.

To read or not to read: a meta-analysis of print exposure from infancy to early adulthood.

This research synthesis examines whether the association between print exposure and components of reading grows stronger across development. We meta-analyzed 99 studies (N = 7,669) that focused on leisure time reading of (a) preschoolers and kindergartners, (b) children attending Grades 1-12, and (c) college and university students. For all measures in the outcome domains of reading comprehension and technical reading and spelling, moderate to strong correlations with print exposure were found. The outcomes support an upward spiral of causality: Children who are more proficient in comprehension and technical reading and spelling skills read more; because of more print exposure, their comprehension and technical reading and spelling skills improved more with each year of education. For example, in preschool and kindergarten print exposure explained 12% of the variance in oral language skills, in primary school 13%, in middle school 19%, in high school 30%, and in college and university 34%. Moderate associations of print exposure with academic achievement indicate that frequent readers are more successful students. Interestingly, poor readers also appear to benefit from independent leisure time reading. We conclude that shared book reading to preconventional readers may be part of a continuum of out-of-school reading experiences that facilitate children's language, reading, and spelling achievement throughout their development.