RAWS4all project: validation of a new silicone model for robotic TAPP inguinal hernia repair.

BACKGROUND: Trans-abdominal pre-peritoneal (TAPP) hernia repair is a complex procedure that presents several challenges. Even though, due to the high prevalence of inguinal hernia, TAPP technique is increasing in frequency and robotic Abdominal Wall Surgery (rAWS) is emerging as a valuable tool in this regard. Although inguinal TAPP procedure principles have been published and simulation is needed, the availability of validated models remains scarce. METHODS: A new low-cost model was developed to simulate inguinal rTAPP repair. For validity assessment, a new TAPP-specific fidelity questionnaire and assessment scale were developed to compare the performance of novices and experts in the simulated procedure. The models used were assessed at 60 min for execution and quality score. RESULTS: Twenty-five residents and specialists from all over the country participated in this study. Execution, quality, and global performance was higher in the seniors group compared to juniors (8.91 vs 6.36, p = 0.02; 8.09 vs 5.14, p < .001; and 17 vs. 11,5, p < .001, respectively). Overall fidelity was assessed as being very high [4.41 (3.5-5.0), α = .918] as well as face [4.31 (3.0-5.0), α = .867] and content validity [4.44 (3.2-5.0), α = .803]. Participants strongly agreed that the model is adequate to be used with the DaVinci® Robot [4.52 (3.5-5.0), α = .758]. CONCLUSION: This study shows face, content, and construct validity of the model for inguinal TAPP simulation, including for robotic surgery. Therefore, the model can be a valuable tool for learning, understanding, practicing, and mastering the TAPP technique prior to participating in the operating room.

The Relationship of Oral Reading Fluency Endurance to Comprehension in an Intermediate Depth Orthography / [La relación entre la resistencia en la fluidez lectora y la comprensión en una ortografía de profundidad intermedia]

One-minute oral reading fluency (ORF) tests are widely used, but concerns have been raised regarding whether readers are able to maintain their performance if asked to read for a larger period. The main goals of this study were to investigate whether students are able to maintain their ORF performance in a three-minute task and whether scores measured at one and at three minutes are equally good predictors of the performance in a standardized reading comprehension measure. The sample was composed of 159 Portuguese primary school students (grades 2-4). The results suggested that the number of words read correctly (WRC) declined across reading time and that three-minute mean score underestimated fluency in all grade levels compared to a one-minute reading score. The WRC measured either at one minute or using a three-minute average score was an equal predictor of reading comprehension in all grades. Implications for theory and practice are discussed.(AU)

Las pruebas de fluidez lectora de un minuto son muy utilizadas, pero se ha planteado la preocupación de si los lectores son capaces de mantener su rendimiento si se les pide que lean durante un período más largo. Los objetivos principales de este estudio han sido investigar si los estudiantes son capaces de mantener su rendimiento de fluidez lectora en una tarea de tres minutos y si las puntuaciones medidas a uno y a tres minutos son igualmente predictoras del rendimiento en una medida estandarizada de comprensión lectora. La muestra estaba compuesta por 159 alumnos portugueses de primaria (2º a 4º curso). Los resultados sugieren que el número de palabras leídas correctamente (PLC) disminuyó a lo largo del tiempo de lectura y que la puntuación media a los tres minutos subestimó la fluidez en todos los cursos en comparación con la puntuación de un minuto de lectura. El PLC medido ya sea en un minuto o utilizando una puntuación media de tres minutos fue un predictor igual de la comprensión lectora en todos los cursos. Se discuten las implicaciones para la teoría y la práctica.(AU)

Development of a Group Emergent Literacy Screening Tool.

It is important to identify children who are struggling with emergent literacy skills as early as possible to provide them with the support they need to prevent future academic failure. Screening tools administered in groups are more cost-effective than those administered individually, but few are available in Portugal. The goal of this study was to explore the psychometric properties (difficulty, reliability, and validity) of a group emergent literacy screening test for Portuguese-speaking children. The test includes two phonological awareness tasks, one vocabulary task, and one concepts of print task. The sample comprised 1379 children from pre-K (n = 314), kindergarten (n = 579), and first grade of primary education (n = 486). Measures of emergent literacy, reading and writing skills, and academic achievement were used to test the validity of the screening test. The Rasch model results suggest that the tasks were suitably difficult for the kindergarten group, but had varying levels of difficulty for pre-K and first grade. Reliability was adequate for the tasks with an appropriate level of difficulty. Scores for the screening test were highly correlated with measures of literacy and with academic achievement. These findings suggest that the presented emergent literacy screening test is valid and reliable, making it a useful tool for practice and research.

Phonological Awareness Assessment Test (PACOF) for Pre-school Children: Evidence of Validity and Reliability / El test de evaluación de la conciencia fonológica (PACOF) para niños de preescolar: pruebas de validez y fiabilidad

Phonological awareness problems have been identified as predictors of learning difficulties with reading and writing in alphabetic languages. The objective of this study is to present an analysis of the psychometric properties of the Phonological Awareness Assessment Test (PACOF), a computer-based test for assessing syllable, phoneme, and intra-syllable awareness in pre-schoolers. Two studies were conducted to collect: (1) evidence of concurrent validity and reliability (N = 30) and (2) evidence of predictive validity (N = 52). Significant correlations between the scores in PACOF and a different test of phonological awareness were found. Regarding reliability, test-retest results indicated a high stability in the scores over time. Concerning predictive validity, the results revealed that scores on the PACOF and on each of its three sub-scales obtained at the end of preschool predict future reading and writing performance. These findings suggest that the test is a reliable and valid measure to assess phonological awareness in pre-schoolers.(AU)

Se ha comprobado que los problemas de conciencia fonológica predicen las dificultades de aprendizaje de la lectura y la escritura en lenguas alfabéticas. El objetivo de este estudio es analizar las propiedades psicométricas del Test de Evaluación de la Conciencia Fonológica (PACOF), una prueba informatizada para evaluar la conciencia silábica, fonética e intrasilábica en niños de preescolar. Se realizaron dos estudios para recoger: (1) pruebas de fiabilidad y validez concurrente (N = 30) y (2) de validez predictiva (N = 52). Se encontró correlación significativa entre las puntuaciones en el PACOF y otra prueba estandarizada de conciencia fonológica. En cuanto a la fiabilidad, los resultados del test-retest destacan una gran estabilidad en las puntuaciones a lo largo del tiempo. Por lo que respecta a la validez predictiva, los resultados revelaron que las puntuaciones en el PACOF y en cada una de sus tres subescalas obtenidas al final de preescolar predicen el futuro rendimiento en lectura y escritura. Estos resultados sugieren que la prueba es una medida fiable y válida para evaluar la conciencia fonológica en niños de preescolar.(AU)

Reading, linguistic, and metacognitive skills: are they reciprocally related past the first school years?

Empirical research has systematically demonstrated the predictive role of reading, linguistic and metacognitive skills on reading comprehension performance. The study of the directionality of these relations and their relative contribution in the more advanced grades of primary school is an important aim for reading research, with practical implications for educational contexts. These issues are of particular relevance in semitransparent orthographies such as European Portuguese, as there is empirical evidence that these relations change over time. The goal of this study was to examine the longitudinal relations between oral reading fluency, listening comprehension, vocabulary, reading strategy use and reading comprehension in Portuguese students across grades 4 to 6. For this purpose, reciprocal-causation models with cross-lagged paths were tested using Mplus. The sample included 110 students who completed at least two assessment time points. The results indicated that there is a reciprocal relation between listening comprehension and reading comprehension, as well as between vocabulary and reading comprehension, in every grade. Oral reading fluency was a significant predictor of reading comprehension across grades 4-6, but the opposite relation was not verified. Reading strategy use in grade 5 was predicted by reading comprehension in grade 4. The results are discussed considering previous studies and their potential impact on psychoeducational practice and research. Limitations of the study and guidelines for future research are pointed out.

Remote teaching practices and learning support during COVID-19 lockdowns in Portugal: Were there changes across time?

The COVID-19 pandemic challenged countries, regions, schools, and individuals. School closures due to lockdowns forced changes in the teaching practices and the learning support provided to children at home. This study aimed to provide insights on the changes between the first and the second lockdowns in Portugal, concerning remote teaching practices and family support to children's education. A self-report questionnaire was filled by 144 parents of third grade students. The results show that, between the two lockdowns, there was a significant decrease in the amount of support provided at home to school assignments and activities, as well as in the amount of time spent by students in TV broadcasted lessons and in reading training supported by the family. Inversely, families reported a significant increase in the amount of time spent by students in independent reading activities and in the time spent in training reading guided by teachers. The number of synchronous lessons with a teacher and the number of times students trained reading during a synchronous lesson also increased in the second lockdown. Additionally, in the second lockdown, parents perceived synchronous lessons to be more effective at improving their child's reading skills and perceived themselves as more capable of supporting their child in reading acquisition. These findings are used to discuss school responses and remote teaching and learning practices during the COVID-19 pandemic.

An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic.

In the last decade, ICT-based interventions for developing reading skills in children with reading disabilities have become increasingly popular. This study had three goals: (a) to assess the existence of gains in word reading, oral reading fluency and listening comprehension after a Tier 2 intervention using the digital tool "I'm still learning," which was delivered partially in a remote modality during the COVID-19 pandemic; (b) to investigate whether the gains depended on the students' gender, the number of sessions attended and the interventionist; and (c) to investigate parents' perceptions about the suitability and perceived effects of the intervention. A single group design with pre-test and post-test was used. The intervention was delivered to second graders (N = 81) flagged as being at-risk for reading disabilities in a universal screening. The analyses showed significant gains in all three outcome variables after the intervention. The gains did not depend on students' gender, number of intervention sessions attended or interventionist. Parents' perceptions of the remote intervention were positive. The study findings highlight the potentialities of using technology-based interventions to foster reading skills and suggest that these may be especially useful during lockdowns.

Assessing oral reading fluency within and across grade levels: Development of equated test forms.

Deficits in oral reading fluency (ORF) impair reading comprehension and tend to persevere throughout schooling. Therefore, the assessment and monitoring of the students' performance in ORF across time should be routinely performed to guide the instruction and intervention. The goal of this work was to develop and validate a test of ORF for Portuguese students from grades 1 to 6 (TAF - Teste de Avaliação da Fluência) that includes specific test forms for each grade level with equated scores that allow comparison across multiple assessment points. In study 1 (N = 1166), the chained equipercentile equating method was performed to equate the test forms' scores horizontally and vertically. The tests of differences performed using the equated scores indicated that they were similar within the same grade level but increased significantly across grade levels. In study 2 (N = 549), reliability and validity evidence for the test forms was collected. Test-retest correlations were higher than .90, suggesting a high stability of the scores. Significant correlations between the TAF scores and the ones obtained in other reading tests, teachers' judgments, and school outcomes, were obtained, thus providing evidence of validity for the developed test forms. This instrument allows not only interindividual comparisons but also the assessment of intra-individual changes in ORF across time or as a result of intervention programs, while avoiding learning effects that arise when the same measure is administered multiple times.

Parental Reports of Preschoolers' Lexical and Syntactic Development: Validation of the CDI-III for European Portuguese.

This study presents the validation analysis of the European Portuguese version of the MacArthur-Bates Communicative Development Inventory III (CDI-III-PT). The CDI-III-PT is a parental report measure allowing researchers to assess expressive vocabulary and the syntactic abilities of children aged 2;6-4;0. In this study, we present a version comprising a lexical subscale which follows the Swedish adaptation and an original syntactic subscale allowing us to include language-specific structures. The reports of 739 children were collected; in addition, a standardized measure of language was also administered to a sub-sample of these children and the reports of preschool teachers were collected for another sub-sample. The results indicate a high internal consistency of the lexical and syntactic subscales. As for sociodemographic variables often found to be predictors of language development, as measured by this type of instrument, the results indicate that age and maternal education are significant predictors of the scores, and that first-born children attain higher scores in vocabulary than later born children, but no significant gender differences were found. The scores of the CDI-III-PT are positively correlated with the ones obtained in the standardized language measure, thus supporting their validity. A high agreement between the reports of parents and teachers was also found. These findings indicate that the CDI-III-PT has adequate psychometric properties and that it can be a useful tool for research and clinical practice. The age-based norms that are now provided can be used to evaluate whether a child is performing poorly compared to their peers.

Developing and Validating Tests of Reading and Listening Comprehension for Fifth and Sixth Grade Students in Portugal.

An efficient assessment of reading and linguistic abilities in school children requires reliable and valid measures. Moreover, measures which include specific test forms for different academic grade levels, that are vertically equated, allow the direct comparison of results across multiple time points and avoid floor and ceiling effects. Two studies were conducted to achieve these goals. The purpose of the first study was to develop tests of reading and listening comprehension in European Portuguese, with vertically scaled test forms for students in the fifth and sixth grades, using Rasch model analyses. The purpose of the second study was to collect evidence for the validity of these tests based on the relationships of test scores with other variables. The samples included 454 and 179 students for the first and second study, respectively. The data from both studies provided evidence for good psychometric characteristics for the test forms: unidimensionality and local independence, as well as adequate reliability and evidence of validity. The developed test forms are an important contribution in the Portuguese educational context as they allow for the assessment of students' performance in these skills across multiple time points and can be used both in research and practice.

The development of vocabulary and grammar: a longitudinal study of European Portuguese-speaking toddlers.

The goals of this study were to analyze the growth and stability of vocabulary, mean length of the three longest utterances (MLLUw), and sentence complexity in European Portuguese-speaking children aged 1;4-2;6, to explore differences in growth as a function of personal and family-related variables, and to investigate the inter-relationships among the three language dimensions. Fifty-one European Portuguese-speaking toddlers were longitudinally assessed at 1;4, 1;9, 2;1, and 2;6, through parent reports. Exponential growth models best described acquisition patterns during this period, but the vocabulary growth accelerated across the full age-range, whereas the growth of grammar dimensions accelerated mainly after 1;9. High variability was observed in the scores, but the toddlers' relative positions were mostly stable over time. Gender approached significance as a predictor of vocabulary growth. Maternal educational level did not predict the growth of any of the three language dimensions. Both vocabulary and MLLUw predicted sentence complexity.

Communicative development of Portuguese infants aged between 8 and 15 months / Desarrollo comunicativo de los niños portugueses con edades comprendidas entre los 8 y los 15 meses

The main aim of this study was to investigate the development of gesture and language acquisition in European Portuguese infants. These were assessed using the European Portuguese MacArthur-Bates Communicative Development Inventory: words and gestures. The parents’ reports of gestures and lexical competence of 1314 children, aged between 8 and 15 months, were collected. As expected, the results indicated that word comprehension, word production, and the use of gestures increased with age. A main gender effect was found for total gestures, with girls obtaining higher scores than boys, but the effect size was small. No differences were found between girls and boys for word comprehension, word production, and phrases understood. All lexical and gesture measurements were positively correlated, even after controlling for age and gender effects. These findings are discussed in terms of their consistency with those obtained for other languages (AU)

El objetivo principal de este estudio fue investigar el desarrollo de gestos y la adquisición del lenguaje en niños hablantes de portugués europeo. Los gestos y los conocimientos lingüísticos de los niños se evaluaron utilizando la versión en Portugués Europeo del Inventario de Desarrollo Comunicativo MacArthur-Bates: palabras y gestos. Se recogieron los informes paternos de los gestos y competencia léxica de 1,314 niños, con edades comprendidas entre los 8 y los 15 meses. Como era esperable, los resultados indican que la comprensión de palabras, la producción de palabras y el uso de gestos aumentan con la edad. Se encontró también un efecto principal del género para el total de gestos, obteniendo las niñas puntuaciones más altas que los niños, pero el tamaño del efecto es pequeño. No se encontraron diferencias entre niños y niñas para la comprensión y producción de palabras y para frases entendidas. Todas las medidas de léxico y gestos están correlacionadas positivamente, incluso después de controlar los efectos de la edad y del género. Estos resultados se discuten en términos de su consistencia con los obtenidos para otros idiomas (AU)

The interrelatedness between infants' communicative gestures and lexicon size: A longitudinal study.

Research has shown a close relationship between gestures and language development. In this study, we investigate the cross-lagged relationships between different types of gestures and two lexicon dimensions: number of words produced and comprehended. Information about gestures and lexical development was collected from 48 typically developing infants when these were aged 0;9, 1;0 and 1;3. The European Portuguese version of the MacArthur-Bates Communicative Development Inventory: Words and Gestures (PT CDI:WG) was used. The results indicated that the total number of actions and gestures and the number of early gestures produced at 0;9 and at 1;0 year predicted the number of words comprehended three months later. Actions and gestures' predictive power of the number of words produced was limited to the 0;9-1;0 year interval. The opposite relationship was not found: word comprehension and production did not predict action and gestures three months later. These results highlight the importance of non-verbal communicative behavior in language development.

Protective factors and resilience in adolescents: The mediating role of self-regulation / Factores de protección y resiliencia en adolescentes: la autorregulación como variable mediadora

The main goal of this study was to explore the mediating role of self-regulation in the relationship between protective factors and resilience. The sample was composed of 393 adolescents who attended secondary education. Participants were assessed using the Healthy Kids Resilience Assessment to collect information about four protective factors-school, home, community and peer environment-and resilience. Two dimensions of self-regulation-goal setting and impulse control-were assessed using the Short Self-Regulation Questionnaire. The results indicated that home, community and peer environment predicted significantly the levels of resilience of the students. Home environment was the main resilience predictor. Goal setting and impulse control abilities were also predictors of resilience but no evidence was found for a mediating effect of the self-regulation dimensions on the relationship between protective factors and resilience. Results are discussed and implications for prevention from a developmental perspective are presented

El objetivo principal de este estudio fue explorar el papel mediador de la autorregulación en la relación entre los factores protectores y la resiliencia. La muestra se compone de 393 adolescentes de cursos de bachillerato. Los participantes fueron evaluados mediante el Healthy Kids Resilience Assessment para recoger información sobre cuatro factores protectores–entorno escolar, entorno familiar, entorno de la comunidad y entorno entre pares-y resiliencia. Dos dimensiones de la autorregulación-establecimiento de objetivos y control de los impulsos-se evaluaron utilizando el Short Self-Regulation Questionnaire. Los resultados indicaron que el ambiente familiar, de la comunidad y entre iguales predijo significativamente los niveles de resiliencia de los estudiantes. El entorno familiar fue el principal predictor de la resiliencia. El establecimiento de objetivos y la capacidad de control de impulsos también fueron predictores de la resiliencia, pero no se encontraron pruebas de un efecto mediador de las dimensiones de la autorregulación sobre la relación entre los factores de protección y resiliencia. Se discuten los resultados y se presentan implicaciones para la prevención desde una perspectiva del desarrollo

Assessing reading comprehension with narrative and expository texts: Dimensionality and relationship with fluency, vocabulary and memory.

Reading comprehension assessment should rely on valid instruments that enable adequate conclusions to be taken regarding students' reading comprehension performance. In this article, two studies were conducted to collect validity evidence for the vertically scaled forms of two Tests of Reading Comprehension for Portuguese elementary school students in the second to fourth grades, one with narrative texts (TRC-n) and another with expository ones (TRC-e). Two samples of 950 and 990 students participated in Study 1, the study of the dimensionality of the TRC-n and TRC-e forms, respectively. Confirmatory factor analyses provided evidence of an acceptable fit for the one-factor solution for all test forms. Study 2 included 218 students to collect criterion-related validity. The scores obtained in each of the test forms were significantly correlated with the ones obtained in other reading comprehension measures and with the results obtained in oral reading fluency, vocabulary and working memory tests. Evidence suggests that the test forms are valid measures of reading comprehension.

Homework self-regulation strategies: a gender and educational-level invariance analysis.

This study investigates the measurement invariance as a function of gender and educational level of the Homework Behavior Questionnaire (Ktpc), an instrument developed to assess students' homework self-regulation strategies. A sample of 1400 elementary and middle school students was used. Results of confirmatory factor analysis indicated a good fit of the theoretical model composed of three dimensions: planning, execution and evaluation of the homework completion. The results also provided evidence for the existence of metric invariance and partial scalar measurement invariance across boys and girls and across the elementary school and the middle school students. The reliability of the scores in the three dimensions was high. Girls obtained higher scores than boys in planning, execution and evaluation. Middle school students had lower scores in planning compared to the elementary school students. These findings are discussed, and their implications for practice are highlighted.

Homework self-regulation strategies: a gender and educational-level invariance analysis

Abstract This study investigates the measurement invariance as a function of gender and educational level of the Homework Behavior Questionnaire (Ktpc), an instrument developed to assess students' homework self-regulation strategies. A sample of 1400 elementary and middle school students was used. Results of confirmatory factor analysis indicated a good fit of the theoretical model composed of three dimensions: planning, execution and evaluation of the homework completion. The results also provided evidence for the existence of metric invariance and partial scalar measurement invariance across boys and girls and across the elementary school and the middle school students. The reliability of the scores in the three dimensions was high. Girls obtained higher scores than boys in planning, execution and evaluation. Middle school students had lower scores in planning compared to the elementary school students. These findings are discussed, and their implications for practice are highlighted. (AU)

Well-being and academic achievement in secondary school pupils: The unique effects of burnout and engagement.

The main goal of this study was to examine the relationship among burnout, engagement, well-being, and academic performance in Portuguese secondary school pupils. The existence of gender related differences in these relationships was also investigated. The sample was composed of 489 pupils who attended an academic track at secondary school. Results of multi-group structural equation modelling indicated that higher levels of cynicism towards studies were associated with lower academic achievement. Exhaustion was not uniquely related to the adolescents' academic achievement or well-being. However, higher levels of engagement, namely dedication and vigour, were related to higher levels of well-being. Moreover, vigour was also uniquely associated with academic achievement. The results were similar for boys and girls. Implications for intervention and future research are discussed.

An application of the Rasch model to reading comprehension measurement

An effective reading comprehension measurement demands robust psychometric tools that allow teachers and researchers to evaluate the educational practices and track changes in students' performance. In this study, we illustrate how Rasch model can be used to attend such demands and improve reading comprehension measurement. We discuss the construction of two reading comprehension tests: TRC-n, with narrative texts, and TRC-e, with expository texts. Three vertically scaled forms were generated for each test (TRC-n-2, TRC-n-3, TRC-n-4; TRC-e-2, TRC-e-3 and TRC-e-4), each meant to assess Portuguese students in second, third and fourth grade of elementary school. The tests were constructed according to a nonequivalent groups with anchor test design and data were analyzed using the Rasch model. The results provided evidence for good psychometric qualities for each test form, including unidimensionality and local independence and adequate reliability. A critical view of this study and future researches are discussed. (AU)

Development of Listening Comprehension Tests with Narrative and Expository Texts for Portuguese Students.

This investigation aimed to develop and collect psychometric data for two tests assessing listening comprehension of Portuguese students in primary school: the Test of Listening Comprehension of Narrative Texts (TLC-n) and the Test of Listening Comprehension of Expository Texts (TLC-e). Two studies were conducted. The purpose of study 1 was to construct four test forms for each of the two tests to assess first, second, third and fourth grade students of the primary school. The TLC-n was administered to 1042 students, and the TLC-e was administered to 848 students. The purpose of study 2 was to test the psychometric properties of new items for the TLC-n form for fourth graders, given that the results in study 1 indicated a severe lack of difficult items. The participants were 260 fourth graders. The data were analysed using the Rasch model. Thirty items were selected for each test form. The results provided support for the model assumptions: Unidimensionality and local independence of the items. The reliability coefficients were higher than .70 for all test forms. The TLC-n and the TLC-e present good psychometric properties and represent an important contribution to the learning disabilities assessment field.